Ilka Vari-Lavoisier is a Research Fellow on the project ‘International Student Mobility and World Development’ and a member of the Comparative and International Education Research Group’ led by Maia Chankseliani.
She brings to the Department a decade of experience researching international migration, as well as her expertise in transnational mixed-methods research design.
Ilka holds a BA in Political Science (Science Po, Aix-en-Provence), a joint master’s degree in Social Sciences (ENS/EHESS, Paris), and a PhD in Sociology from the École Normale Supérieure, Paris (France). Ilka held Fellowships at Princeton University, the University of Pennsylvania, and the University of Trento before joining the University of Oxford. Since 2018, Ilka has been collaborating with various constituencies of the University, including the Migration and Mobility Network, the Department of Sociology, and the School of Anthropology and Museum Ethnography.
Ilka’s research focuses on the migration and development nexus (visit her website for more information). Over the years, she developed an interdisciplinary approach to international migration in collaboration with economists, anthropologists, geographers, sociologists, social psychologists, and cognitive scientists (see her publications).
Her research at the crossroads of the cognitive sciences and social sciences played an active role in the launch of the Cognition & Migration project. This initiative, supported by the Fiske Lab at Princeton University and COMPAS, at the University of Oxford, received funding from the University of Pennsylvania in the US, the IC Migrations, and the FMSH in France, as well as the Refugee Studies Centre, Lady Margaret Hall and Nuffield College, in the UK. This project developed into a transnational empirical research endeavour involving over thirty scholars from different fields (see PLAN project for more information). As the principal researcher, Ilka supervised the design and implementation of this project led by the CEE at Sciences Po and COMPAS at Oxford (see last publication here).
Based on experience supervising multi-method and multi-sited data collections over four continents, Ilka taught research methods at UPenn, the Universite Cheikh Anta Diop, the University of Luxembourg, and the University of Oxford, with a focus on web-based surveys and mixed methods research. She has a keen interest in hybrid pedagogy and has been developing a range of hybrid teaching material over the last few years.
- 2022 “Travelling models: social engineering for development,” special issue, co-edited with Jean-Pierre Olivier de Sardan, Revue internationale des études du développement, 248 (1), https://doi.org/10.4000/ried.280
- 2021 “Making Sense of One Another in Crossing Borders: Social Cognition and Migration Politics,“ special issue, co-edited with Susan T. Fiske, The ANNALS of the American Academy of Political and Social Science, 697(1), 7-14. https://doi.org/10.1177/00027162211061265
- 2021 “Forecasting under uncertainty: How networks composition shape future-oriented cognition”, The ANNALS of the American Academy of Political and Social Science, 697(1), 99-119. https://doi.org/10.1177/00027162211061259
- 2020 “Minds on the move: Crossing disciplines to shed new light on human cognition”, WIREs Cognitive Science, Volume 12, Issue (1) 1-11. http://doi.org/10.1002/wcs.1548
- 2019 “Collective Thinking in the Field: Distributed Cognition in Large-Scale Qualitative Research”, with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, Space and Society, 2019/4.
- 2019 “On the complexities of collaborative ethnography: Ethical and methodological insights from the HOMInG project” with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, IMISCOE Briefs on Methodological, Ethical and Epistemological Issues, 2019/12.
- 2019 “Beyond Social Remittances: Interdisciplinary Approaches to Immaterial Circulations”, in The Routledge Handbook of Migration and Development, dir.: Ronald Skeldon and Tanja Bastia, Routledge Editions.
- 2018 “Corruption et mobilités transnationales. Les migrants, acteurs de changement ?”, in Transnationalisme économique, social et politique, dir.: Lisa Chauvet, Flore Gubert, Sandrine Mesplé-Somps & Thibault Jaulin, DeBoeck editions.
- 2016 “Social Remittances and the Changing Transnational Political Landscape” with Thomas Lacroix and Peggy Levitt, Comparative Migration Studies, 4: 20.
- 2016 “The Economic Side of Social Remittances: How Money and Ideas circulate between Paris, Dakar, and New York”, Comparative Migration Studies, 4: 20.
- 2016 “Paris – Dakar – Bokidiawé : Retour sur une aventure collective transnationale”, with Flore Gubert, Sandrine Mesplé-Somps and Inssa Sané, Ethnographiques.org, n° 32.
- 2016 “Une invitation aux enquêtes transnationales. Retour sur le projet TIMME (Terrains Interdisciplinaires et Multi-sites : Migrations et Engagements)”, E- Migrinter, n° 14/2016
- 2015 “Stepping Back From Your Figures to Figure Out More: From Linguistic to Cognitive limits of Transnational Surveys” in Observing Protest from a Place: The World Social Forum in Dakar, dir.: Johanna Siméant, Marie-Emmanuelle Pommerolle & Isabelle Sommier, Amsterdam University Press.
- 2011 “Heurs et malheurs des chômeurs créateurs d’entreprises. De la complémentarité entre ethnographie et économétrie”, Terrains et Travaux, vol. 2/2011.
Lorena is a Postdoctoral Researcher for the International Student Mobility and World Development project.
Lorena holds a BA in English (Universidad Autónoma de Tamaulipas, Mexico), a joint MA in Lifelong Learning: Policy and Management (University College London, UK and Universidad de Deusto, Spain), and a PhD in Education and International Development (University College London, UK).
Her doctoral research explored the role and meaning of literacy in the context of an Indigenous language education programme for adults in Mexico. In 2022, she received the Gail P. Kelly Award for Outstanding Doctoral Dissertation from the Comparative and International Education Society.
Her work focuses on education and international development, particularly in Latin America, including issues of educational access and equity, critical pedagogy, lifelong learning, education for sustainable development, and the impact of international mobility on global development. She has extensive teaching experience across themes of education and globalisation, gender and international development, and qualitative research methods.
Joonghyun Kwak is a postdoctoral researcher in quantitative social science for the project International Student Mobility and World Development.
Joonghyun is a quantitatively oriented, comparative sociologist with a focus on globalisation, international migration, social and educational inequality and survey research methods. Through his research, he strives to contribute to a deeper understanding of how structural and policy changes in the global economy shape social institutions and individual behaviours and attitudes. His current research focuses on three key areas: (1) the impact of international student mobility and migration on social mobility and inequality; (2) backlash against globalization in public attitudes toward immigration and trade policies; and (3) the methodology for ex-post survey data harmonization for cross-national comparative research.
Prior to joining Oxford, he studied for a PhD in Sociology at the University of Connecticut (USA) and worked as a postdoctoral researcher in sociology at The Ohio State University (USA) and as a Senior Research Officer at the Institute for Social and Economic Research at the University of Essex (UK).
Natalya is a postdoctoral researcher at the University of Oxford.
Natalya Hanley completed her PhD in the area of Global Citizenship Education at UCL, Institute of Education. Previously, she worked in the NGO sector as an educational development manager, educator and recently as a researcher. She developed and ran educational development projects, including Life-Experience, Global Hand and Global Citizenship Education. Her research interests include the following areas: empathy pedagogy, Global Citizenship Education, development education, global perspectives within formal and non-formal education in post-soviet and Central Asian countries.
She works on the project International Student Mobility and World Development led by Maia Chankseliani.
- Hanley, N. (2021) ‘The contribution of empathy-based pedagogy in global citizenship education:
Kazakhstani context’. International Journal of Development Education and Global Learning, 13 (2), 79–93. https://doi.org/10.14324/IJDEGL.13.2.02.
- Hanley, N., Ospanova, U., Baimakhanbetov, M. (In press). ‘Development of Functional Literacy in Secondary Education: Thematic Discourse Analysis’. Journal of Science, 1(70), 16-30. https://doi.org/10.26577/JES.2022.v70.i1.02.
- Hanley, N. (2022) ‘Book review: Global Learning and International Development in the Age of
Neoliberalism, by Stephen McCloskey’. International Journal of Development Education and Global Learning, 14 (1), 12–14. https://doi.org/10.14324/IJDEGL.14.1.02.
- Hanley, N. (Forthcoming 2023). Global Citizenship Education in Kazakhstan. In D. Bourn (Ed.), Research in Global Learning. London: UCL Press. (Approved to write a chapter in a commissioned book).
- Hanley, N. (Forthcoming 2023). Empathy and Global Education. In D. Bourn & A. Pasha. ’Global Education’. Bloomsbury Encyclopaedia of Social Justice in Education, Volume 10.
Zhe works on the project International Student Mobility and World Development. She holds a PhD from the School of Geography and the Environment, University of Oxford.
She has an interdisciplinary research background, and conducts both qualitative and quantitative research and ethnographic fieldwork. Her research interests and foci can be described as:
- International higher education and student (im)mobilities
- International higher education and world development
- Transnational education space
- International Chinese students
- Citizenship, urban inclusiveness and social reproduction in China
- Wang, Z. (2021). Cityzenship: a study of transnational Chinese student returnees in three megacities in mainland China. PhD thesis. University of Oxford.
- Waters, J. and Wang, Z. (forthcoming, 2022) Families in educational migration: strategies, relations and emotional investments. In Handbook on Migration and the Family, eds. Waters, J. and B. Yeoh. Edward Elgar.
- Wang, Z. (2022) Chinese students at UK universities: transnational education mobilities as a stepping-stone to adulthood. Population, Space and Place.
- Wang, Z. (in peer-review) Inflation of UK Masters Degrees? Evaluation of One-year UK Postgraduate Taught Programmes by International Chinese Middle-class Students. Globalisation, Societies and Education.
- Wang (2018) ‘Non-traditional’ International Mainland Chinese Students in the UK: An Exploratory Study of Factors Influencing Their Choice of International Higher Education. The Network for Research into Chinese Education Mobilities (NRCEM).
Reem is DPhil student from Saudi Arabia.
Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.
- Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
- Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.
Aliya teaches on the Comparative and International Education MSc programme at our Department. She is also a Junior Research Fellow at Lady Margaret Hall. Her research focuses on young people and families’ experiences of education in turbulent times.
For example, educational challenges and rehabilitation during COVID-19 and after the 2022 floods in Pakistan. Her current geographical focus includes ethnically diverse communities (Pakistani and Bangladeshi) in England as well as marginalised communities in Pakistan.
Aliya’s PhD explored the complexities of gender and international education, and her current work focuses on decolonising educational research practices and the experience of Southern-ness globally. Aliya’s specialist areas are parental, mothers’ and young people’s perspectives of and aspirations for education, and their own modalities of agency to fulfil their dreams.
Aliya publishes on the topics of Southern epistemologies and methodologies and teaches on related topics of decolonisation of knowledge production and the politics of representation. She is currently leading multiple projects in England and Pakistan focusing on girls’ education, gender experiences of education, mothers’ perspectives on educating their children, teacher educators, displaced peoples experiences in England and Pakistan.
Aliya is accepting DPhil students interested in these areas:
- Southern epistemologies and methodologies
- The capability approach and social justice
- Negative capability
- Deconstruction of the silence/violence binary
- Marginalised peoples’ perspectives
- Intersectional experiences of marginalisation including those related with gender, race, ethnicity, indigeneity, queerness, disability, class and caste (among others)
- Decolonisation of knowledge production and representation of the South
- Qualitative methodologies
- Theorising from the margins
- Area focus South Asia particularly Pakistan and Afghanistan
- Internal displacement
Aliya is the acting Deputy Chair of the United Kingdom Forum for International Education and Training (UKFIET) conference 2023.
Research Group Membership
- Comparative and International Research Group
- South Asian Approaches to Researching Education Network
- Cambridge Network for Disability and Education Research (CaNDER)
- Race Empire and Education (REE) collective
- Research Equitable Access and Learning Centre (REAL)
- Mahbub ul Haq Research Center
1. ‘Understanding the impact of COVID-19 on learning experiences of secondary school going age children among Bangladeshi and Pakistani ethnic minority families’
Funder: Cambridge Humanities Research Grants Scheme
Research team: Professor Nidhi Singal and Dr Aliya Khalid
2. Gendered Inequalities in Education and Capability Spaces for Women/Girls (and others) in Pakistan: Education and reconstruction after 2022 floods in Pakistan
Funder: British Association for International and Comparative Education (BAICE) Seedcorn Fund
Research team: Aliya Khalid, Soufia Siddiqui, Aditi Chidambaram, Indrani Sigamany
3. Bridging the Local and Global: Women’s Spaces and Collectives’: On becoming caregivers and teachers: Immigrant mothers’ identities and philosophies of education in England during COVID
Team members: Aliya Khalid, Jane Rooney and Ruth Houghton, Lavinia Kamphausen, Kate spencer-Bennet, Alana Farrel
Funder: The British Academy
4. Collaborative development of faculty for Pakistan undergraduate Teacher Education Colleges: Durbeen and Oxford knowledge exchange project
Team members: Aliya Khalid, Ann Childs, Trevor Mutton, Ian Thompson, Jenni Ingram and Katharine Burn
Funder: Malala Fund
I am a Research Project Coordinator and Co-PI at the Department of Education for a project on Education, Purpose and Human Flourishing in Times of Uncertainty (EPHF), and the Templeton World Charity Foundation Fellow in Comparative Education at St Antony’s College, Oxford.
I have a multi-disciplinary background and experience. Academically I am an Art Historian specialising in late 18th and early 19th-century French aesthetics, and prior to my return to academia I had a career in the international finance, entrepreneurial business and high net worth family business sectors. I have published and taught at the University of Oxford on late eighteenth-and early nineteenth century art, history and aesthetics. Drawing on my experience as Lay Chaplain at Somerville College, Oxford I have also published on religious education. In addition to my position in the Education Department I am the Principal Advisor for Strategic Relationships and Partnerships at the Templeton World Charity Foundation Inc where I work closely with other foundations, INGOs and public policy organisations.
Dr Karen Skilling is an Associate Professor at the Department of Education at the University of Oxford.
Karen is currently the Deputy Director of Doctoral Research, and Lead of the PGCE Mathematics Education. In 2020 she established the STEM Discussion Group and led the Subject Pedagogy Group seminars. Karen’s research interests include: student engagement and motivation in mathematics; integrated STEM learning and project based STEM activities; and vignette methods. She currently sits on the Executive Committee of BSRLM, and is a journal editor for (TEJ) and Mathematics Education (RME). Karen is also a Visiting Fellow at King’s College London.
Karen is keen to communicate with UK and international academic colleagues and welcome potential PhD students interested in motivation and engagement, STEM learning, and developing innovative methods relevant to teachers and for the benefits of all learners.
|2009 – 2013||School of Education and Social Policy, The University of Sydney
DPhil (APAI scholarship, ARC funded, full-time)
|2002 – 2004||School of Education and Social Policy, The University of Sydney
Masters in Education (with Merit)
|1993||School of Education and Social Policy, The University of Sydney
Diploma of Education
|1988||Trinity College of London, Associate Diploma in Piano Performance (A.T.C.L.)|
|1983 – 1986||The University of Wollongong, NSW, Australia,
Bachelor of Commerce (accountancy & finance: double major)
- Kuntze, S., Fernández, C., Friesen, M., Ivars, P., Krummenauer, J., Llinares, S., Samková, L., Skilling, K., Healy, L., Bernabeu, M., & Schwaderer, F. (2022).Cartoon vignettes for connecting mathematics education theory and practice – Supporting teacher education and professional development through collaborative reflection on mathematics classrooms. [Book preprint available online at http://www.coreflect.eu/download/book-preprint-io3.pdf]
- Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). (2018). Becoming a Teacher (5th Edition), Maidenhead: McGraw Hill.
- Wan, Z.H., English, L., So, W.W.M., Skilling, K. STEM Integration in Primary Schools: Theory, Implementation and Impact. Int J of Sci and Math Educ21 (Suppl 1), 1–9 (2023). https://doi.org/10.1007/s10763-023-10401-x
- Skilling, K., & Stylianides, G. J. (2023). Using vignettes to investigate mathematics teachers’ beliefs for promoting cognitive engagement in secondary mathematics classroom practice. ZDM – The International Journal on Mathematics Education, 55, 477-490. https://link.springer.com/article/10.1007/s11858-022-01431-w
- Skilling, K. (2023) “Student engagement in mathematics: teachers reports”. Mathematics in Schools, 52(2), 2-8.
- Skilling, K., Bobis, J., & Martin, A. J. (2021) The ins and outs of student engagement in mathematics: shifts in engagement between high and low achievers. Mathematics Education Research Journal 33, 469-493. http://dx.doi.org/10.1007/s13394-020-00313-2
- Skilling, K., and Stylianides, G.J., (2020) Using vignettes in educational research: a framework for vignette construction. International Journal of Research & Method in Education 43(5), 541-556. DOI: 1080/1743727X.2019.1704243
- Kuntze, S., Friesen, M., Krummenauer, J., Skilling, K., Fernandez Verdu, C., Ivars, P., Llinares, S., Healy, L., & Samková, L. (2020). Lernen und Reflektieren mit Unterrichtsvignetten – Impulse aus dem EU-Projekt coReflect@maths für das Gestalten von Lernanlässen im Unterricht der MINT-Fächer. MNU-Journal, 73(5), 418–425.
- Skilling, K. (2018). What do teachers believe about student engagement in mathematics and why does it matter? Scottish Mathematical Council Journal, 48, 64-71. (not peer reviewed).
- Durksen, T.L., Way, J., Bobis, J., Anderson, J., Skilling, K., & Martin, A.J. (2017). Motivation and engagement in mathematics: A qualitative framework for teacher-student interactions. Mathematics Education Research Journal 29, 163-181. http://dx.doi.org/10.1007/s13394-017-0199-1
- Skilling, K., Bobis, J., Martin, A. J., Anderson, J., & Way, J. (2016). What secondary teachers think and do about student engagement in mathematics. Mathematics Education Research Journal 28, 545-566. http://dx.doi.org/10.1007/s13394-016-0179-x
- Skilling, K. (2023). Managing classroom behaviour and engaging students in learning. In Gibbons, S., Brock, R., Glackin, M., Rushton, E, & Towers, E. (Eds.) Becoming a Teacher (6th Edition), Chapter 18. Maidenhead: McGraw Hill.
- Skilling, K. (2020). Shifting and shaping student beliefs about STEM education, pathways and engagement through integrated project experiences. In Y. Li & J. Anderson (Eds). Integrated approaches to STEM education: An international perspective: Springer.
- Skilling, K., Gibbons, S., Glackin, M., Maguire, M., and Pepper, D. (2018). Becoming a teacher. In Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). Becoming a Teacher (5th Edition), Chapter 1. Maidenhead: McGraw Hill.
- Skilling, K. (2018). Engaged in learning: Learning to engage. In Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). Becoming a Teacher (5th Edition), Chapter 11. Maidenhead: McGraw Hill.
- Jablonka, E. and Skilling, K. (2018). Numeracy, mathematical literacy and mathematics. In Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). Becoming a Teacher (5th Edition), Chapter 19. Maidenhead: McGraw Hill.
- Glackin, M., Gibbons, S., Maguire, M. Pepper, D. and Skilling, K. (2018). Continuing a teacher. In Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). Becoming a Teacher (5th Edition), Chapter 26. Maidenhead: McGraw Hill.
- Skilling, K. & Friesen, M. Comparing the problem solving beliefs of pre-service teachers stimulated by vignette activities, to be submitted to Journal of Mathematics Teacher Education (expt. August 2023).
- Skilling, K. & Park, W. “STEM in a changing world: what is valuable and valued”. In English, L.D., & Lehmann, T.H. (Eds). Ways of Thinking in STEM-based Problem Solving: Learning in a New Era (Taylor & Francis). (expt. August 2023).
- Skilling, K. & Puttick, S. Integrating STEM perspectives to explore important environmental and sustainability issues: Reports from the GEM project. ICME-15 TSG 3.16 Mathematics and Interdisciplinary education/STEM education (due Sept 2023).
- Skilling, K. Teacher Reports of Student Engagement & Motivation in Mathematics: Findings from the ORRSEM Project, to be submitted to Journal of Teacher Education. (expt. Sept 2023).
- Skilling, K. & English, L.D. (Eds). Contemporary issues in Mathematics Education within a STEM Climate. (Special Issue for Research in Mathematics Education journal – call prepared for Oct 2023).
CURRENT PHD SUPERVISIONS
- Shuyan Liu, University of Oxford, Negotiating Identity in Social Interaction and Communities of Practice: an ethnographic study of English language teachers in Chinese urban schools
- Reem Alqahtani, University of Oxford, Investigating the role of teacher professional development in developing teacher professionalism in Saudi Arabia
- Amy O’Brien, King’s College London, The origins and development of numeracy and related terms (initial 2 years)
Completed in 2021
- Sandra Takei, King’s College London, Subject choice at secondary school: Comparing the factors which influence post-16 participation in physics and modern foreign languages
Visiting Fellow at King’s College London (2019 – current)
HEA Fellow since August 2016
Nominations: Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017)
Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14)
Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012)
CONFERENCE PAPERS AND PRESENTATIONS (selected)
Skilling, K. (2023) Conceptualising the relationship between student engagement and motivation: teacher reports from the ORRSEM Project, EDULEARN23 Proceedings, pp. 356-362.
Skilling, K. (2023). Constructing purposeful vignettes as credible representations of practice for use with pre-service teachers. Joint Conference if Mathematics Subject Associations. Warwick University, Warwick, England, April 3-4.
Skilling, K. (2022). Vignettes representing practice to support mathematics teaching. In J. Bobis & C. Preston (Eds.), Proceedings of the 7th International STEM in Education Conference (STEM 2022), The University of Sydney, Sydney, Australia, November 23-26. The University of Sydney.
Kuntze, S., Friesen, M., Erens, R., Krummenauer, J., Samková, L., Fernández, C., Ivars, P., Llinares, S., Skilling, K., & Healy, L. (2022). Helping learners – Pre-service Mathematics teachers’ conceptions of learning support through the lens of their situated noticing – a vignette-based study. Research Report submitted for Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education.
Kuntze, S., Friesen, M., Krummenauer, J., Skilling, K., Fernández, C., Ivars, P., Llinares, S., Samková, L., & Healy, L. (2022). Support for mathematics teachers through representations of practice – Vignette-based approaches in the project coReflect@maths. In J. Morska & A. Rogerson (Eds.), Building on the Past to Prepare for the Future. Proceedings of the 16th International Conference of The Mathematics Education for the Future Project, King’s College, Cambridge, Aug 8-13, 2022. Münster: WTM.
Friesen, M., Skilling, K., Fernández, C., Ivars, P., Llinares, S. & Kuntze, S. (2021). Using vignettes in Mathematics teacher education and research: The role of knowledge and beliefs. International Symposium 9th Biennial European Conference for Research on Learning and Instruction (EARLI2021).
Friesen, M., Kuntze, S., Krummenauer, J., Skilling, K., Fernández, C., Ivars, P., Llinares, S., Samková, L., & Healy, L. (2021). Enhancing teacher education with cartoon-based vignettes: the DIVER tool. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 224). Khon Kaen, Thailand: PME.
Ivars, P., Fernández, C., Llinares, S., Friesen, M., Healy, L., Krummenauer, J., Kuntze, S., Samková, L., & Skilling, K. (2021). Designing vignettes-based courses for teacher training. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 224). Khon Kaen, Thailand: PME.
Kuntze, S., Friesen, M., Krummenauer, J., Skilling, K., Fernández, C., Ivars, P., Llinares, S., Healy, L., & Samková, L. (2021). Aspects of teachers’ analysing competence in the domain of DPaCK – Digitality-related requirements and vignette-based approaches. Beiträge zum Mathematikuntericht 2021. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 224). Khon Kaen, Thailand: PME.
Samková, L., Skilling, K., Healy, L., Fernandez, C., Ivars, P., Llinares, S., Friesen, M., Krummenauer, J., & Kuntze, S. (2021). Enhancing teacher education with cartoon-based vignettes: the case of Concept Cartoons. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 224). Khon Kaen, Thailand: PME.
Skilling, K., Fernández, C., Friesen, M., Healy, L., Ivars, P., Kuntze, S Llinares, S., Samková, L. (2021). Vignettes as representations of practice for mathematics teacher education and research [Working Group at PME 44]. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 99-101). Khon Kaen, Thailand: PME.
Ivars, P., Fernández, C., Llinares, S., Friesen, M., Krummenauer, J., Kuntze, S., Healy, L., Samková, L., & Skilling, K. (2020). A digital tool to support teachers’ collaborative reflection on mathematics classroom situations: The Erasmus+ coreflect@maths project. 13th annual International Conference of Education, Research and Innovation (ICERI 2020).
Krummenauer, J., Kuntze, S., Friesen, M., Fernández, C., Healy, L., Ivars, P., Llinares, S., Samková, L., & Skilling, K. (2020). Developing a digital tool for vignette-based professional development of mathematics teachers – the potential of different vignette formats. In A. Donevska-Todorova, E. Faggiano, J. Trgalova, Z. Lavicza, R. Weinhandl, A. Clark-Wilson & H.-G. Weigand (Eds.), Proceedings of the 10th Annual ERME topic conference (ETC10) on Mathematics Education in the Digital Age (MEDA) (pp. 69-76). Linz, Austria. https://hal.archives-ouvertes.fr/hal-02932218/document
Kuntze, S., Krummenauer, J., Friesen, M., Skilling, K., Fernández, C., Ivars, P., Samková, L., Llinares, S., & Healy, L. (2020). Vignettes in mathematics pre-service and in-service teachers’ professional development – Background, empirical findings and an outlook on the European project coReflect@maths. ECER 2020, Glasgow. [Paper accepted, conference cancelled].
Schukajlow, S., Gómez-Chacón, IM., Haser,C., Liljedahl, P., Skilling, K., and Viitala, H.(2019). Eleventh Congress of the European Society, Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11) / [ed] Uffe Thomas Jankvist, Marja van den Heuvel-Panhuizen, Michiel Veldhuis, Utrecht, the Netherlands: ERME, 2019, p. 1389-1392, article id hal-02409908.
Skilling, K. (2019). Distinguishing engagement from achievement: understanding influential factors for engaged and disengaged low achieving mathematics students. Eleventh Congress of the European Society for Mathematics Education 2019. Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11) / [ed] Uffe Thomas Jankvist, Marja van den Heuvel-Panhuizen, Michiel Veldhuis, Utrecht, the Netherlands: ERME, 2019.
Skilling, K. (2019) Shifting and shaping student STEM beliefs: learning from a transdisciplinary robot project. 5th International Science, Technology, Engineering and Mathematics in Education Conference (STEM 2018), Queensland: Queensland University of Technology.
Zhang, D., Skilling, K., Bobis, J. (2016). Autonomy supportive teaching practices: International perspectives. 4th International Science, Technology, Engineering and Mathematics in Education Conference (STEM 2016), Beijing: Beijing Normal University Publishing Group.
Skilling, K. & Stylianides, G.J. (2015). Promoting cognitive engagement in secondary mathematics classrooms. In K. Krainer & N. Vondrová (Eds.), Proceedings of the Ninth Conference of the European Society for Research in Mathematics Education (CERME9, 4-8 February 2015) (pp. 1280-1286). Prague, Czech Republic: Charles University in Prague, Faculty of Education and ERME.
Skilling, K., Bobis, J., & Martin, A. (2015). The Engagement of students with high and low achievement levels in mathematics. In Beswick, K., Muir, T., Wells, J. (Eds.), Proceedings of the 39th Psychology of Mathematics Education conference (Vol. 4, pp. 185-192). Hobart, Australia: PME.
Way, J., Bobis, J., Anderson, J., Skilling, K., & Martin, A. (2015). Focusing on individuals: an investigation of student engagement. NCTM Research Conference. Boston, USA.
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