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Department of Education

Viewing archives for Theme 3: Knowledge, Pedagogy and Development

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice. Laws11(1), 4–. https://doi.org/10.3390/laws11010004

 

Supervisors

Ian Thompson and Jason Todd

Penny is a DPhil student whose research interests centre on classroom talk and international collaborations between secondary English classrooms.

Penny completed Oxford’s MSc in Learning and Teaching with distinction in 2019, focusing on methods for mitigating the impact of mind-wandering and misunderstanding as a means of enhancing student engagement in small-group and whole-class debates of interpretations of literature.  She has since won SHINE research funding to explore the impact of her methodology on students from disadvantaged backgrounds.

Her DPhil continues her interest in student discussions of literature, exploring the impact on identity of online discussions between English classrooms in different countries.

Penny began her career as a secondary English Language Arts and journalism teacher in the USA but has taught secondary English predominantly in the UK in a career spanning 25 years.  She has overseen development of the global dimension and international collaboration at her current school for 14 years.

Supervisors

Victoria Elliott and Steven Puttick

Sarah has a background in Biodiversity and Natural Resources Management and Rural Community Development.

She has been working for the past 8 years in the sustainable development sector. Aware of the importance of educating students about biodiversity, natural resources, and environmental issues to promote the sustainability of the environment and our societies, Sarah is currently conducting her DPhil in environmental education. She will be assessing the integration of environmental education in the Lebanese curriculum, assessing the status of students’ environmental awareness, and identifying ways to enhance environmental education via the Threshold Concepts framework and via partnerships between the developmental and educational sectors.

 

Supervisors

Jenny Wynn and Steve Puttick

 

Publications

  • Karam, S., Kreidy, C., Bechara, N., Bou Harb, C., Abu Nasr, Y., and Hamadeh, S. (2022) Promoting Innovative Alternatives – The Urban Oasis Case Study, The Blessed Tree Magazine November 2022
  • Abi Said M., Bou Shroush J., Karam S., Shaib H. 2022. Intestinal parasites of Apodemus mystacinus along altitudinal stratification of Ibrahim River – Mount Lebanon. Annals of Parasitology, 68(2): 227-239.
  • Karam, S., Martiniello, G., Chalak, A., Abi-Said, M., & Hamadeh, S. K. (2021). Biosphere Reserves in Lebanon: Rifts between Conservation Discourse and Practice. Sustainability, 13(22), 12411.
  • Tawk, S. T., Chedid, M., Chalak, A., Karam, S., & Hamadeh, S. K. (2019). Challenges and Sustainability of Wheat Production in a Levantine Breadbasket. Journal of Agriculture, Food Systems, and Community Development8(4), 1-17.‏
  • Chedid, M., Tawk, S. T., Chalak, A., Karam, S., & Hamadeh, S. K. (2018). The Lebanese Kishk: A Traditional Dairy Product in a Changing Local Food System. Journal of Food Research, 7: 16.
  • Abi-Said, M.R. and S. Karam. 2017. Morphological, cranial study and habitat preference of Mus macedonicus (Petrov & Ruzic, 1983) (Mammalia: Rodentia) in Lebanon. Jordan Journal of Biological Sciences 10(4): 235-237.
  • Karam, S. & Issa, D. (2015). Évaluation de la biodiversité sur deux sections du LMT. The Magazine of the Lebanon Mountain Trail Association, 4.

Victoria is an educational researcher and practitioner, specialising in educational support and methodology of teaching mathematics to low-achieving students. For over 9 years she has been working at Big Change Educational Centre (Moscow) which provides support to looked-after children.

Before joining the DPhil programme, she completed her undergraduate degree in Finance at Financial University in Moscow and then gained a MSc in Psychology of Education from the University of Bristol.

Victoria’s current research focuses on educational issues of care-experienced children and teaching mathematics to students of low achievement and motivation.

Supervisors

Karen Skilling and Gabriel Stylianides

Wai Lok took triple Mathematics at A-levels, holds an MPhil in Finance with a specialisation in Financial Engineering (University of Cambridge), a BSc in Mathematics with Economics (University College London) and has experience working in the financial sector and educational sector. 

Wai Lok’s research lies within the field of effective teaching practices of game theory, which increasingly is a core subject for any economics degree and a popular option for a maths degree and some social sciences degrees. Wai Lok’s research aims to explore the explanatory nature of solving for a Nash equilibrium and how well it equips undergraduate students to build intuitive insights into strategy. Wai Lok would like to answer related questions for the process of finding a Nash equilibrium and explore conditions under which such exercises are explanatory and develop intuition or the ability to apply the lessons learned.

Supervisors

Gabriel Stylianides and Jonathan Michie

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Motema studied Neuroscience as an undergraduate at Dartmouth College in the USA and it is one of its courses, found interest in Education.

Motema then worked for various non-profit organisations in Lesotho and South Africa focusing on helping high school students from low SES backgrounds access opportunities to study in HE. In her Masters’ project Motema analysed Lesotho’s 2009 Curriculum and Assessment Policy. This analysis’ findings brought Motema to her current research interests which include gendered STEM education and decolonisation of education policies and curricula in Lesotho. For her DPhil project, Motema is interested in finding out the lived experiences of female Science teachers in Lesotho Secondary Schools especially focusing on the major changes in the Secondary school education system in Lesotho that have happened in the past five years as unique meeting points.

Supervisors

Ann Childs and Judith Hillier

Pippa is a first-year DPhil student, whose research interests focus on vulnerable students’ outcomes and experiences of secondary school English education.

In 2023, Pippa completed an MSc in Learning and Teaching at the University of Oxford, researching pedagogical strategies for the teaching of emotionally challenging literature to students with experiences of trauma. Her DPhil research will build on this project, exploring looked after children’s engagement with English education, and their outcomes in the subject.

Alongside her research, Pippa continues to teach English in a secondary school; she is therefore passionate about collaborations between practice and research. Her project seeks to develop our understanding of looked after children’s experiences in English classrooms, in order to facilitate the development of strategies to support these vulnerable learners.

Supervisors

Nicole Dingwall and Julie Selwyn

Thomas Procter-Legg is a DPhil Student in the Department of Education and is researching restorative practice within the context of special educational needs and disabilities.

His previous experience includes five years as the Head Teacher of a special academy in Oxfordshire UK, specialising in education for students with Special Educational Needs and Disabilities. He has also worked as a SEND Reviewer for Whole School SEND; a Teaching School Director; and as the Principal Designate on a successful Free School bid.

Thomas is passionate about restorative practice and is involved in many communities of practice, such as the Global Alliance for Restorative Justice and Social Justice, where he is a member of the research sub-group exploring the interactions between restorative justice and social justice.

Thomas is also a strong advocate for creativity in education; having previously gained a Fine Art degree from Chelsea College of Art. This heavily influenced his educational leadership and during his time as a Head Teacher, he became the co-founder of a co-constructed initiative between the academy and the University of Oxford Gardens Libraries and Museums. This work placed cultural learning opportunities and relationships at the heart of the curriculum and is the longest standing project between a special school and The University of Oxford. This sustainable partnership champions marginalised voices and has been highly celebrated e.g., inclusion in the Durham Commission for Creativity in Education; recent dissemination at the Museum Ideas Conference 2022; highly commended award at the Museum and Heritage Awards 2021; and awarded Platinum ArtsMark in 2021.

Whilst this creative work may seem to be separate from restorative practice, Thomas subscribes to the idea that there are significant overlaps, both within pedagogical practice and wider school culture, topics which his current research touch on within the context of special education.

 

Publications

Procter-Legg. (2022). A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology. Laws11(6), 86–. https://doi.org/10.3390/laws11060086

Procter-Legg. (2022). Pract