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OXFORD UNIVERSITY DEPARTMENT OF EDUCATION REVIEW 2016/17 OXFORD UNIVERSITY DEPARTMENT OF EDUCATION REVIEW 2016/17 CONTENTS SECTION 1 RESEARCH PAGE 5 SECTION 2 IMPACT, ENGAGEMENT AND KNOWLEDGE EXCHANGE PAGE 19 SECTION 3 TEACHING AND LEARNING PAGE 31 SECTION 4 STAFF PAGE 37 INTRODUCTION INTRODUCTION EDUCATIONAL RESEARCH IN A POST-TRUTH ERA PROFESSOR JO-ANNE BAIRD, DIRECTOR OF THE DEPARTMENT OF EDUCATION Academics are often criticised for being so deeply theoretical that they POST-TRUTH talk only to each other, without consideration for real-world application Facts are less or theory-testing. That is not a criticism that would stick here. influential in shaping Educational research in the Oxford University Department of Education public opinion than is deeply connected with policy and practice. Our research is necessarily appeals to emotion or theory building and we have produced a wealth of journal articles and personal beliefs. given numerous presentations to other academics within the period of Oxford English Dictionary this review. But our research is also closely connected with informing Word of the Year 2016 policy in local schools, at national levels and with international organisations. We conduct research with practitioners and industry on a range of topics and take seriously the need to contribute to public intellectual life. As experts in our fields, we are interested in the evidence relating to carefully formulated research questions. The above stands in contrast to the era in which we find ourselves; the post-truth era in which experts are often derided. If the aim is for education to improve, this is perilous state of affairs. -
Download the Annual Review PDF 2016-17
Annual Review 2016/17 Pushing at the frontiers of Knowledge Portrait of Dr Henry Odili Nwume (Brasenose) by Sarah Jane Moon – see The Full Picture, page 17. FOREWORD 2016/17 has been a memorable year for the country and for our University. In the ever-changing and deeply uncertain world around us, the University of Oxford continues to attract the most talented students and the most talented academics from across the globe. They convene here, as they have always done, to learn, to push at the frontiers of knowledge and to improve the world in which we find ourselves. One of the highlights of the past twelve months was that for the second consecutive year we were named the top university in the world by the Times Higher Education Global Rankings. While it is reasonable to be sceptical of the precise placements in these rankings, it is incontrovertible that we are universally acknowledged to be one of the greatest universities in the world. This is a privilege, a responsibility and a challenge. Other highlights include the opening of the world’s largest health big data institute, the Li Ka Shing Centre for Health Information and Discovery, and the launch of OSCAR – the Oxford Suzhou Centre for Advanced Research – a major new research centre in Suzhou near Shanghai. In addition, the Ashmolean’s success in raising £1.35 million to purchase King Alfred’s coins, which included support from over 800 members of the public, was a cause for celebration. The pages that follow detail just some of the extraordinary research being conducted here on perovskite solar cells, indestructible tardigrades and driverless cars. -
The Science of Reading: a Handbook
The Science of Reading: A Handbook Edited by Margaret J. Snowling and Charles Hulme The Science of Reading: A Handbook Blackwell Handbooks of Developmental Psychology This outstanding series of handbooks provides a cutting-edge overview of classic research, current research and future trends in developmental psychology. • Each handbook draws together 25–30 newly commissioned chapters to provide a com- prehensive overview of a subdiscipline of developmental psychology. • The international team of contributors to each handbook has been specially chosen for its expertise and knowledge of each field. • Each handbook is introduced and contextualized by leading figures in the field, lending coherence and authority to each volume. The Blackwell Handbooks of Developmental Psychology will provide an invaluable overview for advanced students of developmental psychology and for researchers as an authorita- tive definition of their chosen field. Published Blackwell Handbook of Infant Development Edited by Gavin Bremner and Alan Fogel Blackwell Handbook of Childhood Social Development Edited by Peter K. Smith and Craig H. Hart Blackwell Handbook of Childhood Cognitive Development Edited by Usha Goswami Blackwell Handbook of Adolescence Edited by Gerald R. Adams and Michael D. Berzonsky The Science of Reading: A Handbook Edited by Margaret J. Snowling and Charles Hulme Forthcoming Blackwell Handbook of Early Childhood Development Edited by Kathleen McCartney and Deborah A. Phillips The Science of Reading: A Handbook Edited by Margaret J. Snowling and Charles Hulme © 2005 by Blackwell Publishing Ltd except for editorial material and organization © 2005 by Margaret J. Snowling and Charles Hulme BLACKWELL PUBLISHING 350 Main Street, Malden, MA 02148-5020, USA 9600 Garsington Road, Oxford OX4 2DQ, UK 550 Swanston Street, Carlton, Victoria 3053, Australia The right of Margaret J. -
2006 Psychology Cat.Qxp
Psychology General Psychology 2 2006 Catalogue Developmental Psychology 5 Adolescent Development 10 Developmental Disorders 11 Developmental Cognitive Neuroscience 12 Teaching Psychology 12 NEW BOOKS Psychology of Education 13 KEY BACKLIST Psychology of Reading & Language 15 BESTSELLERS Psychology of Communication 17 KEY REFERENCE Research & Methodology 18 JOURNALS Personality & Intelligence 22 Social Psychology 23 Political Psychology 28 Psychology of Religion 28 History of Psychology 29 Biological & Comparative Psychology 30 Cognitive Psychology 32 Cognitive Neuroscience / Cognitive Science 34 How to use this interactive catalogue: Philosophy of the Mind 35 Industrial & Organizational Psychology 36 Clicking on the page numbers in the contents list will take you straight to that Clinical Psychology / Therapy & Psychoanalysis / Counselling 40 section. Health Psychology 41 Click on a book or journal title, cover Child & Adolescent Mental Health 42 image or URL to take you to the Family & Childhood Studies 42 corresponding page on the Blackwell Publishing website. Psychiatry 43 Intellectual Disability 44 Blackwell Publishing is not responsible for Forensic Psychology 45 the content of external websites. Index 46 GENERAL PSYCHOLOGY NEW EDITION A Companion to Psychological Younad og yhoclyPsychologyPs and You Amhon potrPgyochaslg,op tliani Anthropology An Informal Introduction Modernity and Psychocultural Change Third Edition B tRobre on,tCOdEgerN YR ELEditedCAYES, by CONERLY CASEY & ROBERT B. EDGERTON Both University of California, Los Angeles JULIA C. BERRYMAN, ELIZABETH M. OCKLEFORD, KEVIN HOWELLS, DAVID J. HARGREAVES & “Any publication which draws the attention of psychologists ZABNEITHLAUOKDEVNJHIRLAC IYEO MKVWFLR IGDW,R,DBEAU,INV ESRL DIANE J.WILDBUR University of Leicester; University of Leicester; University of South Australia; University of to the existence of other cultures is extremely welcome.. -
Ccd Ar 2012 Text Web Version 2
CCD AR 2012 145 15/03/13 11:45 AM Page 1 2012 Annual Report 2012 Annual Report ARC CENTRE OF EXCELLENCE in Cognition and its Disorders Australian Research Council Centre of Excellence in Cognition and its Disorders Annual Report 2012 Published by the ARC Centre of Excellence in Cognition and its Disorders Macquarie University | New South Wales 2109 Australia Designed by Acrobat Corporate Print Printed by Macquarie Lighthouse Press © ARC Centre of Excellence in Cognition and its Disorders Further information relating to this report may be obtained from the Centre TEL +61 2 9850 4127 FAX +61 2 9850 6067 www.ccd.edu.au Image credits: Pages 5, 29, 40 - Effy Alexakis Pages 31, 39, 44, 86 and 89 - Marcus Ockenden Page 15 - Tomas Webb CONTENTS CHAIR’S Report 2 DIRECTOR’S Report 3 CENTRE Overview 4 GOVERNANCE + Management 5 CENTRE Members 6 RESEARCH BELIEF FORMATION Program 7 LANGUAGE Program 14 MEMORY Program 18 PERSON PERCEPTION Program 22 READING Program 24 CROSS PROGRAM Research 27 PERCEPTION in Action 30 RESEARCH Training 31 COMMUNITY HOSTED Events 38 OUTREACH + Links 45 COLLABORATIONS 51 VISITORS 57 MEDIA + Publicity 61 OUTPUTS HOSTED Seminars 65 PUBLICATIONS 68 SYMPOSIA 79 AWARDS, RECOGNITION + Grants 89 INCOME + Expenditure 95 PERFORMANCE Indicators 96 ACKNOWLEDGEMENTS 98 1 CHAIR’S Report As Chair of the Advisory Board, it gives me great pleasure to convey the Advisory Board’s strong endorsement of the 2012 Annual Report of the ARC Centre of Excellence in Cognition and its Disorders (CCD). The Advisory Board provides the CCD with advice concerning increased engagement with stakeholders in the community, reviews the strategic plans for the CCD, and conducts risk analysis. -
Section Membership
SECTIONS 81 Section membership Fellows are assigned to a ‘Section of primary allegiance’ of their choice. It is possible to belong to more than one Section (cross-membership, by invitation of the Section concerned); this is approved by Council, the members to serve for a period of five years. In the following pages cross-members are listed after primary members, together with their primary Section and the date of appointment. The Emeritus Fellows of each Section are also listed separately. And the primary affiliation of Corresponding Fellows is also indicated. Membership of the Ginger Groups is listed on page 97. * Indicates membership of Section Standing Committee. -
Defining and Understanding Dyslexia: Past, Present and Future
Oxford Review of Education ISSN: (Print) (Online) Journal homepage: https://www.tandfonline.com/loi/core20 Defining and understanding dyslexia: past, present and future Margaret J. Snowling, Charles Hulme & Kate Nation To cite this article: Margaret J. Snowling, Charles Hulme & Kate Nation (2020) Defining and understanding dyslexia: past, present and future, Oxford Review of Education, 46:4, 501-513, DOI: 10.1080/03054985.2020.1765756 To link to this article: https://doi.org/10.1080/03054985.2020.1765756 © 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. Published online: 13 Aug 2020. Submit your article to this journal Article views: 13656 View related articles View Crossmark data Citing articles: 10 View citing articles Full Terms & Conditions of access and use can be found at https://www.tandfonline.com/action/journalInformation?journalCode=core20 OXFORD REVIEW OF EDUCATION 2020, VOL. 46, NO. 4, 501–513 https://doi.org/10.1080/03054985.2020.1765756 Defining and understanding dyslexia: past, present and future Margaret J. Snowling a, Charles Hulmeb and Kate Nationc aDepartment of Experimental Psychology and St John’s College, University of Oxford, Oxford, UK; bDepartment of Education, University of Oxford, Oxford, UK; cDepartment of Experimental Psychology, University of Oxford, Oxford, UK ABSTRACT KEYWORDS Dyslexia is a difficulty in learning to decode (read aloud) and to spell. Dyslexia; reading disorder; DSM5 classifies dyslexia as one form of neurodevelopmental disorder. reading difficulties; history; Neurodevelopmental disorders are heritable, life-long conditions definition with early onset. For many years, research on dyslexia proceeded on the basis that it was a specificlearningdifficulty – specificmeaning that the difficulty could not be explained in terms of obvious causes such as sensory problems or general learning difficulties (low IQ).