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Department of Education

Viewing archives for Theme 1: Language, Cognition and Development

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.

She is a Peer Supporter at Green Templeton College.

Publications

Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and child-parent relationship quality.

Her research interests lie particularly in the moment-to-moment perceptions and fluctuations of these relationships and interactions, and how best for teachers and parents to support children’s learning in school and at home. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

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

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

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

 

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

 

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.

Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.

Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.

His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.

Publications

Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education22(1), 43–61.

Schewe, O. (2018). Super Student. Jaico Publishing House.

Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.

Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

A former