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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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

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.

Publications
  • 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.

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, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes 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. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.

Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).

Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.

Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.

Publications

Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

  • Vygotskian and post-Vygotskian concepts in human development
  • Pedagogy; educational assessment
  • Teacher education and professional development
  • Methodological issues in Cultural-historical theory
  • Learning in groups; classroom interaction
  • Conditions of effective teaching
  • Slightly crossing the boundary, Jessica is also keen on bringing the fruits of edu