Having started at Oxford for an undergraduate degree in Philosophy and Theology in 2018, Anna continued her studies with a PGCE (Religious Education), MSc (Higher Education) and now a DPhil. My research explores the use of religious scripture as a primary text in Religious Education classrooms.
MSc Dissertation: FE and HE or FE versus HE: an analysis of perspectives from college and university leaders in England
Supervisors
Liam Gearon and Liam Guilfoyle
Louise was born and raised in Glasgow and moved to Oxford to pursue a DPhil in Education.
Louise’s research interests are education policy, particularly higher education policy, as well as qualitative research into the experiences of students in higher education and reducing inequalities in access to higher education. Louise is also interested in educational capabilities, educational purpose, aspirations and philosophical debates about knowledge construction and co-construction. Louise has a First Class BA (Joint Honours) in Social Policy and Education from the University of Strathclyde, and two Masters degrees with Distinction also from the University of Strathclyde in Applied Educational and Social Research and Social Policy (Research Methods). Louise also participated in the University of Oxford’s UNIQ+ Graduate Access Programme in the summer of 2022, where she worked at the Department of Sociology with Melinda Mills, Bo Zhao and Evelina Akimova on research into the impact of socio-economic status on inequalities in access to veterinary care in Scotland. Louise’s DPhil thesis is interested in evaluating Lorella Terzi’s educational capabilities framework through the lens of contemporary higher education in order to gain an understanding of what graduate capabilities are identified by students and stakeholders as being necessary for enabling graduates to successfully thrive and adapt in a post-pandemic society.
Supervisors
Alis Oancea and Kelsey Inouye
Alexa Muse is a DPhil student in the Education Department. With eight years of English teaching experience (ages 11-17) both in the United States and abroad (Turkey and Russia), Alexa is interested in the intersection of equity-oriented education, teacher agency, and subversive curricular techniques. Other interests of hers include Cultural Historical Activity Theory, Figured Worlds, and narratology. Her undergraduate degree (BS Middle/Secondary English Education) is from Butler University in Indianapolis, Indiana (USA). Her Master’s degree (MSc Learning and Teaching) is from Oxford University; her dissertation has since been abridged and published in the English in Education journal.
Publications
Alexa Muse (2019): “Whilst I learn and live”: a comparative case study analysing the identity formation of seventh grade Turkish and International students via self-narratives in an English class, English in Education, DOI: 10.1080/04250494.2019.1621160
Zoom webinar, to receive the link or for more information please contact Dr N Fancourt (nigel.fancourt@education.ox.ac.uk)
Zoom webinar, to receive the link or for more information please contact Dr N Fancourt (nigel.fancourt@education.ox.ac.uk)
Zoom webinar, to receive the link or for more information please contact Dr N Fancourt (nigel.fancourt@education.ox.ac.uk)
Zoom webinar, to receive the link or for more information please contact Dr N Fancourt (nigel.fancourt@education.ox.ac.uk)
Renyu completed her BA degree in Psychology at the University of British Columbia (Vancouver, Canada) and her MPhil degree in Education at University of Cambridge.
During her MPhil study, she worked with children aged 4 to 6 years to investigate the relationship between bilingualism, vocabulary size, and inhibitory control, and also to validate a novel app designed to assess early language development. For her Dphil study at Oxford, Renyu aims to explore the factors that might affect L2 pronunciation learning in young children and the interaction between children’s L1 and L2. She is particularly interested in the psychological factors that might influence a child’s L2 pronunciation.
Prior to studying at Oxford, Renyu worked as Research Assistant at the Assessment Research Group at British Council for one year and a half. She was involved in various projects, including gap analysis on reading demand and reading ability, participant feedback questionnaire design and analysis, design and recruitment for a new EAP task study, etc.