ANNUAL REPORT 2018/19 2 Department of Education

CONTENTS

INTRODUCTION Director’s welcome 3 The first 100 years 4 Year in review 6 News and events 7

RESEARCH Mapping our research 11 Research activities 12 Research projects 19 Publications 22 Research influence 24 Student research activities 25

IMPACT, ENGAGEMENT AND KNOWLEDGE EXCHANGE Research impact 27 Academic engagement 32

TEACHING AND LEARNING Student recruitment 36 Programme spotlight 37 Scholarships awarded 39 Doctoral completions 39 Student achievements 40 Alumni 42

STAFF New appointments 45 Honorary Fellows 46 Visiting Practitioners 46 Department of Education Annual Report 2018/19 3

INTRODUCTION

DEPARTMENT OF EDUCATION Department 1958–73). Additionally, the CENTENARY Oxford Internship Scheme (the department’s PGCE), led by Dr Harry Judge (Director of Reaching 100 years old is a good time the Department 1973–89) and Sir Tim for reflection on how the department came to be in the University and how the Brighouse (Chief Education Officer for department has grown and thrived. It has Oxfordshire) had an international effect upon also provoked thinking on what we want the way teacher education was designed, our legacy to be over the next 100 years. giving much more emphasis to situated Since the University was founded in 1096, learning in the classroom. Our research in this the Department of Education is youthful by area continues to have worldwide reach, as comparison. Ways of knowing then were this report shows. essentially ecclesiastical, with subjects There have been radical changes in such as the sciences or even English not society affecting the environment of the yet a glimmer in the eye of the founders. department over the past 100 years, The birth of education as a subject of the leading for example to more women in University was controversial, with disputes higher education, the use of computers and regarding whether education was a discipline globalisation. These have influenced our and over the vocational nature of the field, research agendas and the composition of our which some looked upon with disdain. Other PROFESSOR staff and student bodies. Today our research disciplines in the University had equally JO-ANNE BAIRD and teaching partnerships continue with local difficult births, as the nature of knowledge DIRECTOR OF THE schools, but also involve departments across is contested. These difficult beginnings DEPARTMENT the University, other academic institutions, are a long way behind us and we have government, industry and third-sector flourished as a department. From our very organisations. With a student body of nearly first fellowship with Jesus College, we are now well established across the collegiate 600 and over 150 staff, our research now University, having students and staff in 35 spans developmental education with very colleges and halls. young children to vocational education for adults in specific industry sectors. Predicting Education has been recognised as an what the next 100 years will bring for the important field for the advancement of department and for education research is human society, from improvements in health the stuff of science fiction, particularly as it reduction in crime, and to engagement in is highly likely to involve huge technological political processes and a foundation for advances. Many have predicted that innovation. Our department has played its education and other sector jobs will be part through the research and teaching replaced by artificial intelligence. Embracing conducted under our auspices. As our technology is certainly part of our future, infographics in this report show, we have but, with a criticality that has characterised flourished, with recognition from academia, our research, looking at what is the best practitioners, industry and formal reviews use of technology and what effects it has by the Government in the forms of the upon learning, human relations and society. Research Excellence Framework and Ofsted After all, who would want their own children Inspections. only to be taught by robots? Technological Partnership was embedded into the revolution is just one area of change that we department’s way of working from the might predict for the future of education outset. The local education authority and its though; others might be a greater emphasis schools were key partners, which has shaped on mental and physical health, inclusion, the thinking and operation of the teacher communication skills, parental involvement education programmes and research. Teacher in education, creativity or problem solving. professional development continues to be a strength of the department and in 2018 I invite you to make your own predictions we appointed our first Statutory Professor in as you read this report and look forward Education (Teacher Education), Diane Mayer. to the advances in education research that The liberal and humanist philosophy of the we will see from the department and its International Baccalaureate curriculum was extensive network of collaborations over shaped by Alec Peterson (Director of the the coming years. 4 Introduction

THE FIRST 100 YEARS Department milestones from 1919 to 2019

Dr Donald1986 McIntyre is appointed as Reader to develop research programmes The department2003 receives the highest based on the Oxford Internship Scheme rating in the national Research The1919 department (the PGCE), with special reference to Assessment Exercise (RAE) is created The department1972 amalgamates with classroom learning and school-based A University Statute the Institute of Education to form the teacher training is passed creating the Department of Educational Studies University Department for and is able to admit candidates the Training of Teachers for for the degree of DPhil, under the Elementary and Secondary Delegacy for Educational Studies Schools under a director

New Masters’1994 programmes The MSc in Education The1936 department is (Comparative and International renamed the Department Education) and MSc in of Education and is 1974 Education (Research Design and 2003 The Oxford Review Methodology) begin The Nuffield Review of supervised by the Delegacy of Education launches Education and Training for the Department of Recognised as one of the for 14–19 year olds Education UK’s leading international begins; the largest education journals, the review of secondary- journal is still hosted in the level education in department today England and Wales since the Crowther Report The1988 first ESRC-funded in 1959, led by the studentships are received department’s Professor Richard Pring

The department1969 becomes the Department of 1987 Educational Studies after The Postgraduate Certificate merging with institute of in Education (PCGE) launches 2002 Education in close collaboration with New programme Oxfordshire secondary The MSc in Applied Linguistics schools and Second Language The department1919-23 re-locates to its present Acquisition begins site in Norham Gardens, Oxford

The first research1975 group launches The Oxford Education Research Group is established involving members from The Centre1990 for Comparative and the University’s Social Policy, Psychology International Education launches as the and Philosophy faculties, as well as department’s first research centre LEAs and local schools

F J R Hendy (1919–29) Professor Richard Pring, first Professor in the George Smith (1929–37) department (1989–2003) Maurice Leonard Jacks (1937–64) Professor John Furlong (2003–10) DEPARTMENT Alec Peterson (1964–73) Professor Anne Edwards, first female director (2010–13 ) Dr Harry Judge (1973–88) Professor Ernesto Macaro (2013–15) Dr Donald McIntyre (acting director DIRECTORS Professor Jo-Anne Baird (2015–present) 1988–89) Department of Education Annual Report 2018/19 5

THE FIRST 100 YEARS Department milestones from 1919 to 2019

New2004 programme The MSc in Education (Higher Education) begins Professor 2017John Furlong is awarded 2012 an OBE for his services to research New research centre in education and advice to the The Rees Centre for Research government in Fostering and Education is established, led by Professor Judy Sebba The department2007 reverts back to being named the Department of Education

New2007 research centre The Oxford University Centre for Educational Assessment Professor2019 Leon Feinstein is established, led by Professor is appointed as the Gordon Stanley department’s first endowed chair 2009 The department2014 is ranked New programme first in the Education The department doubles The MSc in Education Unit of Assessment of its number of staff in (Child Development and the Research Excellence 10 years Education) begins Framework (REF) New2007 programme The department celebrates The MSc in Education (Learning its centennial year and Technology) – formerly e-Learning – begins

New2008 research centre New 2018research centre The ESRC-funded Centre on Skills, The ESRC/OFSRE-funded Centre for Global Knowledge and Organisational Performance Higher Education joins the department, led by Professor Simon Marginson (SKOPE) joins the department, led by The Oxford2013 Education Professor Ken Mayhew Deanery launches The Deanery improves local childrens’ educational outcomes by supporting teachers’ professional learning and engagement in research in education The department’s2018 ranked no 1 in the UK for degrees in education in the 2018 and 2019 Times Higher Education subject leagues The department2008 is rated first equal in the 2008 Research 2011 The department’s PGCE programme New programme Professor2016 Edward Melhuish is receives an Outstanding from Ofsted Assessment Exercise (RAE) The PGDip in Teaching awarded an OBE for his services for the fifth inspection in a row English Language in to social science University Settings begins, Professor Judy Sebba is awarded an becoming the MSc in OBE for her services to higher Applied Linguistics for education and to disadvantaged Language Teaching in young people 2018 New2005 research centres The Oxford Centre for Socio-cultural and Activity Theory Research (OSAT) and the centre on Self- concept Enhancement and Learning Facilitation (SELF) are established

New2018 programme The MSc in Educational Assessment begins 6 Introduction

YEAR IN REVIEW

Noin the UK for 1degrees newly£5.8 securedm 1, 800+ 40newly secured in education Twitter followers research funding

2019 Times Higher research grants Education subject league

130+academic events scholarships22 155 convened in the staff awarded students579 department members

new ESRC/ 200new 9.7%increase in OFSRE-funded1 research research centre research postgraduate8 publications income headquartered at programmes the department

On the editorial over st board of over 3,000 Ranked in the 20141 Research 12 podcast Excellence Framework authored and views edited books for education academic45 journals Apple iTunes research

Research Over collaborations in website1m views public1, 059 seminar 119active research attendees projects countries44

Research portfolio valued at new MSc

ITE school programme in new21 37 1

podcasts placement Medical Education £18m partnerships due to start in 2021 Department of Education Annual Report 2018/19 7

NEWS AND EVENTS CELEBRATING 100 YEARS ESRC RESEARCH CENTRE FOR GLOBAL HIGHER EDUCATION OF THE DEPARTMENT OF EDUCATION

The headquarters of the ESRC/OFSRE- the University’s Social Sciences Division. It funded Centre for Global Higher Education is a partnership of five UK universities and (CGHE) moved to the department after nine international universities. It is carrying its Director, Professor Simon Marginson out a programme of 16 social science 2019 marked 100 years since a statute took up the post of Professor of Higher research projects, and conducts an annual was passed creating the University of Education in September 2018. CGHE, conference, weekly research seminars and Oxford’s Department of Education and initially supported from 2015 to 2020, is numerous one-off seminars, book launches last year the department celebrated its currently the only ESRC research centre in and other events. centenary in style: rated first in the UK for degrees in education (2019 Times Higher Education World University Subject Rankings), number one in the UK for DEVELOPING THE DEPARTMENT research in education by the most recent Research Excellence Framework (REF), and part of the world’s leading University for Social Sciences teaching and research for two consecutive years (2018 and 2019 Times Higher Education World University Rankings).

DISCUSSING ASSESSMENT AND BIG DATA

The 2018 IAEA conference, hosted by the department’s Centre for Educational Assessment, welcomed over 400 participants from examination boards During January 2017, the department space, Pring’s, launched during summer across the globe to St Catherine’s College, undertook a long-term strategic 2018. The department’s seminar spaces Oxford, from 9–14 September 2018. evaluation of its academic and social were also refurbished and equipped with The theme for the conference was spaces with a view to creating more tools to support active collaborative Assessment and Big Data, with keynotes accessible and inclusive teaching and learning and different modes of delivered by the department’s Dr Rebecca learning environments for all students and independent work and styles of teaching Eynon, Professor Art Graesser (University staff for the purposes of 21st-century and learning. of Memphis) and Dr Michelle Meadows learning and collaborative research. (Ofqual). The conference included an The development, which was directed and Future plans include the development of due to start in 2021 opening address from the University’s informed by the research findings from a new entrance and reception area, new Vice-Chancellor, Professor Louise an AHRC-funded project investigating academic and research offices, as well as Richardson, and an introduction to the the complex relationship between school reimaging the department’s library study conference theme by the department’s design and pedagogic practice (Design spaces to support the diverse approaches Director, Professor Jo-Anne Baird. Matters?), saw a new social learning to learning. 8 Introduction

£2.55M FUNDING BOOST FOR FLAGSHIP EVENTS IN RESEARCH INTO IMPACT OF UK SCHOOL EXCLUSIONS

OUR CENTENNIAL YEAR New research aiming to address the vast STUDENT ACCESS TO UNIVERSITY differences in the rates of UK permanent school exclusion began in October 2019 In Hilary term 2019 the department held a following a large grant awarded by the five-part seminar series on Student Access ESRC. The research, led by the department’s to University, convened by Professors Professor Harry Daniels and Dr Ian Thompson Jo-Anne Baird and Simon Marginson, at and in partnership with colleagues from venues across the University. Topics included Oxford, Cardiff, Edinburgh, Belfast and the admissions testing, the national picture, equity London School of Economics, will develop in postgraduate education, the potential of a multi-disciplinary understanding of the contextualised admissions and access to political economies and consequences Oxford colleges. Internal and external speakers, of school exclusion across the UK’s four including college heads, tutors and the jurisdictions. Involving researchers from Office for Students, developed reasoned and data-driven approaches to access, across criminology, disability studies, investigating ways in which universities could sustain both high academic standards economics and education, human geography, and socially just admissions, and reflecting on potentials for reform at Oxford and in law, psychiatry and sociology, this work the country as a whole. will ultimately lead to a greater understanding Listen to the series in full: www.education.ox.ac.uk/student-access-podcasts of the costs permanent exclusion creates for individuals, institutions and the system at large, as well as the rights and entitlements of pupils over the course of the next four FUTURE DIRECTIONS IN TEACHER EDUCATION years. Convened by Professors Diane Mayer and Alis Oancea, the aim of the Trinity term 2019 public seminar series was to reflect on the department’s founding origins of quality in teacher education and to consider some of the most recent and TES TEACHER OF THE YEAR major research, practice and policy developments from across the discipline in commemoration of the department’s 100th anniversary year. The series covered topics from regional reforms in teacher education to comparative and global research perspectives and provided an opportunity to engage with some of the department’s cutting-edge research. Staff presented research on informed approaches to improving learning in classroom settings, a framework for building research capacity into teacher education and current alignments and tensions between teacher education research, policy and practice. Listen to the series in full: www.education.ox.ac.uk/future-directions-in-te- podcasts Alumna Samantha Jones with Dan Williams of the Education and Training Foundation and comedian Dave Gorman at the 2019 TES FE Awards THE QUEST FOR BETTER TEACHING MSc Learning and Teaching alumna Samantha Quality in teaching was the focus of the Jones was named Teacher of the Year at department’s flagship annual lecture, which the 2019 TES FE Awards ceremony held saw guest speaker Visiting Professor Jenny in London on 22 March – a category Gore (University of Newcastle, Australia) recognising tutors who have made ‘a major discuss the global push for better teaching contribution to educational life’. Graduating and the challenges that arise in achieving real from the department in 2017, Samantha change, as part of the department’s centennial currently works as an advanced practitioner events programme. The lecture, which was in Bedford College’s teacher education and held at Worcester College on 10 May 2019, scholarship department. The award not only outlined new work on pedagogy and teacher development that has been achieving recognised Samantha’s teaching work, which promising signs of real wide-scale improvement. The lecture was followed by a panel has seen student achievements consistently discussion involving Trevor Mutton (Department of Education), Dame Alison Peacock improve since she joined the college, but (The Chartered College of Teaching) and Professor Martin Mills (University College also her contribution to the wider further London). education sector, having organised the UK’s Listen to the lecture in full: www.podcasts.ox.ac.uk/oes-annual-lecture- first research summit for FE lecturers in quest-better-teaching 2017 and helped other teacher-researchers set up research meets in their regions. Department of Education Annual Report 2018/19 9

OUTSTANDING OFSTED RATING FOR OUR PGCE

The department’s teacher training was once again graded as ‘outstanding’ – the best possible category – by the Office for Standards in Education (OFSTED) following its latest inspection held in June and November 2018. The inspection team visited the department and twelve of its partnership schools to carry out their assessments and found teacher training at the department to be of the highest standard across all the performance categories. The full results were published in a report on 14 December 2018.

FIRST ENDOWED CHAIR IN EDUCATION AND CHILDREN’S SOCIAL CARE

Professor Leon Feinstein was appointed as the department’s first Endowed Chair, joining the Rees Centre as Professor of Education and Children’s Social Care during October 2019. Previously Director of Evidence at the Children’s Commissioner’s Office, Professor Feinstein works alongside centre director Dr Lisa Holmes to continue to develop research programmes within the centre which have positive impact on children’s lives.

IN THE MEDIA The Conversation, 31 May 2019 ‘The Augar Review: what it could mean for students and universities’ New Statesman, 26 August 2017 Article by Helen Carasso ‘Are the new A-levels stopping girls reaching their full potential?’ The Conversation, 6 June 2018 Article citing research conducted by Therese Hopfenbeck ‘How Russia is using international students as a weapon in the new Cold War’ tes.com, 4 July 2018 Article by Maia Chankseliani ‘Baseline has “dubious validity”, say academics’ Article citing research by Pam Sammons The Conversation, 11 June 2019 ‘School Exclusions are on the up but training teachers in The Times, 15 October 2018 trauma could help’ ‘Bilingual pupils outperform native English’ Article by Neil Harrison Article highlighting research by Steve Strand feweek.com, 1 July 2019 BBC Radio 4, The Bottom Line, 13 February 2019 ‘On the job T-level placements: how we can avoid a high-vis ‘University Businesses’ failure’ Radio interview involving Helen Carasso Article by Ewart Keep tes.com, 3 May 2019 tes.com, 2 July 2019 ‘Improving pupils’ short-term memory boosts maths ‘Eight ways to embed WorldSkills expertise into FE’ results, study finds’ Article highlighting research by Susan James Relly Article citing research by Terezinha Nunes theguardian.com, 11 July 2019 tes.com, 15 May 2019 ‘Supporting schools in teaching topics of migration, ‘GCSEs: what has been the impact of the shift to linear belonging and empire’ exams?’ Jason Todd responds to coverage of a Tide-Runnymede Article citing research and comment by Jo-Anne Baird Trust report he co-authored BBC Radio 4 Women’s Hour, 24 May 2019 telegraph.co.uk, 15 August 2019 ‘Fostering, Mary Loudon, Infidelity’ ‘Fast-track degrees and bespoke courses: what the Ellie Ott discussed support for foster carers future of British universities look like’ Article citing comment from Simon Marginson

All news: www.education.ox.ac.uk/news 10 Research

RESEARCH

INTRODUCTION

PROFESSOR ALIS OANCEA DIRECTOR OF RESEARCH

This year’s story is one of growth. The department’s research funding attained a new record by the start of the academic year. This income is spread across a diverse portfolio, in terms of modes of research, sources of funding and collaborative arrangements. Recent highlights include UKRI investments such as the ESRC Excluded Lives award and the ESRC/ OFSRE Centre for Global Higher Education; the National Centre for England, Wales and Northern Ireland for PISA 2021; large-scale research funded by charities such as a study of care leavers’ transition into the labour market (Templeton World Charity), and a study of argumentation in science and religious education (Nuffield Foundation); and several postdoctoral fellowships, including ESRC and Leverhulme awards. While the volume of publications and of research events has increased, we have continued to engage with policy and practice across sectors in meaningful and significant ways. Our well-attended public seminar series address topics of current relevance, including, this year, student access to higher education, and new directions in teacher education and teacher education research. The four externally funded research centres are thriving, while the research groups are brimming with new ideas and energy – as showcased at our annual departmental Poster Conference. Our research students are active, valued and creative members of the department’s research environment, including through their own research and publications, and membership of research groups and centres. They collaborate on research projects, convene and participate in conferences, and initiate student-led activities, such as a critical research collective and reading groups. But this year’s story is also, and importantly, one of maturity and reflection. The department’s celebration of 100 years of its history has occasioned reflection on its century-long contribution to research, teacher education, practice and policy in education. Over the years, and over and above the indicators of success in terms of grants or publications, colleagues in the department have shared a commitment to the critical pursuit and sharing of in-depth and diverse knowledge, to supporting just and well-warranted professional practice, and to an inclusive and collaborative research ethos. Jerome Bruner, in his 2009 tribute to the fifth director of the department, Harry Judge (who passed away in April this year), commented on the importance of ‘cultivating a sense of the possible’. This applies to teaching as well as to research. In times when public support for universities and the spaces for collegiality may be challenged, it is important to cultivate the values of courage, openness, justice and kindness in the practice of research. Department of Education Annual Report 2018/19 1 1

MAPPING OUR RESEARCH RESEARCH Map showing the geographic destinations of our funded research projects during 2018/19:

Destinations of funded research projects: Australia Ghana Norway Austria Greece Nigeria Bangladesh Hong Kong Portugal Belgium India Qatar Bhutan Indonesia Sierra Leone Brazil Ireland Singapore Canada Italy South Africa Chile Japan Sweden China Kenya Tanzania Colombia Kyrgyzstan Timor-Leste Egypt Malawi Turkey Ethiopia Mexico Uganda France Moldova United Kingdom Finland Netherlands USA Germany New Zealand 12 Research

Victoria Murphy meeting and working with children at Victoria Educational Organisation’s CTF Education Group Nursery, Harbour Heights campus, Hong Kong

RESEARCH ACTIVITIES LANGUAGE, COGNITION AND DEVELOPMENT

PROFESSOR IRAM SIRAJ The department’s Language, Cognition and Development (LCD) theme is made up of two research centres (the Centre for Educational Assessment and the Rees Centre) and three research groups (Applied Linguistics, Child Development and Learning, and English as a Medium of Instruction). We have approximately 45 academic and research staff and over 50 research students. Staff also collaborate across the department and University and with international colleagues. LCD is largely concerned with human development research, especially that which impacts on practice and policy. We publish in high-impact journals and undertake a striking balance of basic, strategic and applied research. The wide-ranging nature of the work carried out is strongly evident in the reports that follow. LCD has a diverse range of funders, including international (eg World Bank, EU), and national (eg British Academy, research councils, DfE, DfID, EEF, industry and charitable foundations).

Applied Linguistics which brings together leading names – The Way Forward). Dr Robert Woore Professor Victoria Murphy in the field of bilingualism research to contributes to the NCELP (National Centre celebrate the 25th anniversary of the for Excellence for Language Pedagogy) We research key issues within second Studies in Bilingualism series. Books language acquisition and bilingualism in and has been instrumental in helping published include Global Englishes for the UK and beyond, including language Modern Foreign Language teachers access and literacy development in children with Language Teaching and Data Collection the best quality pedagogical tools and English as an additional language (EAL), Research Methods in Applied Linguistics. resources. and taught foreign language (FL). We also Our research contributes to national investigate language acquisition in study and international initiatives. Professor abroad learners and individual differences Murphy is Chair of NALDIC (the national in L2 learning (eg L2 motivational profiles English Medium Instruction subject association for EAL), works with Dr Heath Rose of Chinese EFL learners). colleagues in Hong Kong supporting the Significant publications from 2018/19 language and socio-cultural development The English Medium Instruction (EMI include chapters about multilingualism of ethnic minority pupils, and, as a Oxford) Research Group conducts research in primary schools in The Routledge member of RiPL (Research in Primary on the educational implications of teaching Handbook of Teaching English to Young Languages), was a key participant in the academic subjects through English in non- Learners, and about literacy development policy summit held at the British Academy Anglophone contexts. The group brings in linguistically diverse pupils in Bilingual in November 2018 (see the White Paper: together academic staff, postdoctoral Cognition and Language, a collection Primary Languages Policy in England researchers, doctoral researchers and Department of Education Annual Report 2018/19 1 3

masters’ students who explore the attendees from around the world. Research Excellence Award for Research growth of EMI as an educational model Partnership and Impact. in universities, secondary and primary We research children’s language schools. In the academic year 2018-19, Centre for Educational development, with several studies we completed a number of high-profile Assessment developing and evaluating (often through research projects including: Professor Therese N. Hopfenbeck randomised controlled trials) language EMI and Youth Employment in During the last academic year our centre interventions. Linked to this, members Multilingual India, which explores has led the following two major research of the group have developed and/or the effects of school-level medium projects: evaluated language and maths apps. For of instruction on English language example, an RCT of onebillion, a maths proficiency, educational outcomes, Assessment for Learning in Africa learning app designed for 3–6 year olds, employment outcomes, and (AFLA): Improving Pedagogy found an impact of 3 months’ progress intergenerational transmission of an and Assessment for Numeracy in on pupils’ maths development, and The educational advantage Foundation Years Nuffield Early Language Intervention EMI costs and benefits in Japanese The Economic and Social Research (NELI) programme, an evidence-based universities, which explores predictors Council (ESRC) and Department for programme which has been developed to of success in EMI programmes in International Development (DFID) improve spoken language skills, has been Japanese higher education awarded the centre £695,210 for this helping children with poorer language skills project from 1 April 2016 to 30 June in the first year of primary school. Hear Transition from Secondary Education 2019. We worked with teachers and how the intervention has been making CLIL Programmes to Tertiary Education teacher educators in the challenging a difference to children at Our Lady of (British Council Research Award), which contexts of South Africa and Tanzania Muswell Catholic Primary School via the explores transitional challenges when to improve the quality of instruction in video on our website. students move from Italian to English as numeracy for primary school pupils. a medium of instruction when moving Our work includes ways of tackling from high school to university Standard Setting and Maintaining and ameliorating persisting educational Standards in the National Examination inequalities and promoting social The role of the first language in EMI Project mobility. We have a diverse range of (Oxford University Press position funders, including the government, The centre, AQA Education, Ofqual and paper), which explores the role of the research councils, Education Endowment University College London have been first language in EMI classrooms Foundation, Nuffield Foundation, industry collaborating in this project with an aim and EU. In the last year, members of In 2018-19, our research appeared in to describe the processes used to set, the group have published more than 45 some of the highest-impact journals in maintain or link over time standards in journal articles and numerous reports. the fields of higher education, applied these examinations and to explore the linguistics and bilingual education which concepts relating to standards behind Members of the group are regularly has enhanced the group’s international them. The project focuses on how invited to be on expert panels (eg BERA reputation. standards in national, school-leaving or Baseline assessment, DfE Expert Panels The articles An analysis of Japan’s English university entrance examinations are and Ofsted’s Pedagogy Forum looking into as medium of instruction initiatives within set and maintained in a wide range of the new inspection framework), and to higher education: the gap between meso- jurisdictions around the world. advise governments, both in the UK and in level policy and micro-level practice and other countries. What drives success in English medium taught courses? The interplay between Child Development and Learning language proficiency, academic skills, and Professor Iram Siraj Rees Centre motivation were both published in Higher Child Development and Learning Dr Lisa Holmes Education. First and second language (CDL) staff has a vibrant research The past year has been a busy time for the use in English medium instruction agenda on what shapes cognitive, Rees Centre. We are maintaining our focus contexts was published in Applied language, social, emotional and physical on foster care-related research while Logistics and the articles English medium development. The group has several large- broadening our remit to cover research at instruction in China’s higher education: scale, high-impact projects investigating the intersection between education and teachers’ perspectives of competencies, aspects of quality early educational children’s social care. Our aim therefore certification and professional provision and workforce development. is to improve the life chances and development and The effect of first and CDL members are involved in research particularly the educational outcomes of second language use on question types that has substantial impact in the UK and those who are, or have been, supported in English medium instruction science beyond. Our research in Australia has by children’s social care services, with classrooms in Hong Kong were both transformed approaches to professional a focus on children in need (including published in Billingual Education. development, work that has been those in care), those on the edge of care, In June 2019, the research group held recognised by the award of the University adoptive, foster and special guardianship the 3rd EMI Symposium, which attracted of Wollongong’s Vice-Chancellor’s families and care experienced adults. 14 Research

Well-established research themes within We continue to influence policy the centre continue to include educational and practice, both nationally and outcomes, wellbeing and unaccompanied internationally, through activities such asylum-seeking children and their families. as Dr Holme’s work to inform the New areas of note include the cost effec- government spending review, Professor tiveness of services and support provided Selwyn’s inclusion on the Adoption and to children and families led by our Director, Special Guardianship Leadership Board Dr Holmes. This growing area includes and Dr Harrison’s role in advising national research commissioned by the DfE to organisations around care-experienced inform the Spending Review as well as students in higher education. using well-established methods to develop We have hosted colleagues from the an investment case for foster care expan- USA, Australia, Ireland, Israel and most sion in Jordan (funded by UNICEF). recently South Korea and convened a New Deputy Director Dr Neil Harrison, number of events including a Care Leaver who joined late in 2018, leads our growing Covenant seminar in summer 2018. This programme of research focused on care included representation from a number leavers. In April 2019 we were joined of Oxford colleges as well as policy leads by Professor Julie Selwyn who is leading from the government DfE to discuss

Photo by young person involved in ‘Our Narratives: the new Hadley Research Programme at how the Rees Centre, the department, The Education of Unaccompanied Migrant Young Rees, including her Bright Spots work in colleges and the University could best People’, a knowledge exchange project led by partnership with Coram Voice and projects support the transition of care leavers Dr Ellie Ott at the Rees Centre relating to adoption. into higher education.

POLICY, ECONOMY AND SOCIETY PROFESSOR EWART KEEP The department’s Policy, Economy and Society research theme links education to large-scale questions of policy and practice elsewhere in the social sciences. Our work is multi-disciplinary in nature, draws upon a wide range of qualitative and quantitative methodological approaches, and contains a strong international and comparative element. The last year has been a very busy one for the research groups and centres that the theme covers. Activity has included the arrival at Oxford of Professor Simon Marginson’s ESRC-funded Centre for Global Higher Education (CGHE), theme members acting as guest editors for several special editions of leading journals, research collaborations with other Oxford social science and science departments, a string of high-profile publications, and a number of successful research grant applications.

Comparative and Dr Chankseliani. Since 2005, more than funded by the Open Society Foundation International 30 doctoral students have completed and carried out in partnership with an Education (CIE) their research and over 300 students have internationally recognised local NGO, LearNigeria, found that when report cards Dr David Johnson and submitted research dissertations in topics on the learning achievements of students Dr Maia Chankseliani ranging from learning and cognition to the global politics of education in every were shared with schools they learned for This year marks the 25th anniversary of world region. the first time about learning (as opposed the teaching of CIE at the University of to teaching) and designed strategies that Oxford. The taught course was established Since last year a number of funded enabled low-performing students to make in 1994, four years after the Centre for research projects have been or are nearing gains. The findings were shared with the Comparative and International Education completion. A longitudinal panel study governors of Kaduna and Akwa Ibom, was established. It was the first research of learning and progression in Sierra the two states in which the research was centre in the Department of Education, Leone (Solon Foundation) has revealed, conducted. convened at its inception by David Phillips uniquely, student transitions (progressive Publications on internationalisation, and directed by Dr Johnson since 2003. and regressive) over three years, across marketisation and democratisation four distinct achievement bands in CIE has a research active membership in former Soviet countries include a that currently comprises 15 doctoral Mathematics and Science. new book Comparing Post-Socialist students working with Dr Johnson and A new study in Nigeria (2018–19), Transformations, an article on Latvian Department of Education Annual Report 2018/19 1 5

HE internationalisation titled Big business in a small state: Rationales of higher education internationalisation in Latvia and a further article The politics of student mobility: Links between outbound student flows and the democratic development of post-Soviet Eurasia. Two popular articles were also produced in The Conversation on How Russia is using international students as a weapon in the new Cold War and Students studying overseas could be helping to make former Soviet countries more liberal. Dr Chankseliani has recently commenced a two-year research project with Igor Fedyukin and Isak Froumin, both from the National Research University Higher School of Economics, Russia. The project studies university research capacity development in former Soviet countries.

Higher Education Professor Simon Marginson Higher Education research was enhanced by the arrival of the ESRC-supported Centre for Global Higher Education (CGHE) in September 2018, bringing a director/researcher (Professor Marginson), administrator, communications officer, A student assessment study on testing times for education in Nigeria, led by David Johnson postdoc researcher and two DPhil students, and an active programme 2019 Oxford CGHE/Lingnan University of events. symposium on Expansion of higher Three large CGHE projects are Centre for Global education in China for two decades: headquartered at Oxford: on the public Higher Education critical reflections from comparative good role of higher education in ten Professor Simon Marginson perspectives, addressed by three countries, international student mobility, The ESRC/OFSRE Centre for Global departmental researchers. CGHE also and Brexit and UK higher education. Higher Education (CGHE), directed by co-sponsored the July 2019 Wonkhe Department staff worked on many conference in London on the Augar report other research-based issues, including the department’s Professor of Higher in the UK, and our researchers contributed a workshop on responsible management Education Simon Marginson, has a to several committees of parliament of data about research (Professor worldwide reputation, a strong UK public in 2018–19. CGHE researchers are Alis Oancea, with JISC and the Forum profile and a full programme in higher prominent in media commentary and for Responsible Metrics), Professor education research of both academic blogging both on and offshore and have Oancea and colleagues on developing discussion and policy impact-related capacity for research, Dr David Mills events. We maintain an active social prepared more than 30 journal articles. on research capacity in Africa, and Dr media presence and have issued 50 Bloomsbury’s Higher Education Research James Robson on employability skills research Working Papers, plus shorter book series publishes the outcomes of and on humanities graduates. Professor Research Findings and Policy Briefings. CGHE’s research projects, including books Marginson co-chaired the Higher Our annual conference in April 2019 in on higher education governance in the Education Commission’s inquiry into the London drew 270 people; we ran weekly UK (October 2019) and another on the future of the education export industry. research seminars throughout the year, future of higher education (end 2019). Professor Oancea provided advice including six at Oxford, and conducted Within CGHE’s Research Management concerning research assessment (Research several one-off events, including the Committee, much time in 2018-19 was England), open science (European launch of the worldwide Oxford University given to preparing bids for ESRC Transition Commission) and research information Press study High Participation Systems Centre funding in 2020-3 and full ESRC management (JISC). of Higher Education and a joint March centre funding for 2021–6. 16 Research

Philosophy, Religion and present included former Children’s on completing an ESRC project on young Education Research Forum Laureate Michael Rosen, with beyond- people not in employment, education or Dr Liam Gearon the-Academy impacts involving the training (NEET). This is part of a larger British Council, leading booksellers Open Research Area (ORA) project that The Philosophy, Religion and Education (Blackwell’s; Waterstones), literary includes teams from the Netherlands, Research Forum interconnect the arts agents and publishers. Major outputs Germany, France and Japan, as well as and humanities, philosophy and the social from the group include Writers and Oxford. It has analysed policy across the sciences through education. their Education for British Journal of four UK nations, and explored new data Our notable achievements over 2018-19 Educational Studies, and Philosophy, sets to provide a hitherto unavailable include a research grant from the Finnish Literature and Education for the Journal time series charting the fluctuating scale Institute, exploring ‘European Identities in of Philosophy of Education. and nature of the challenges faced by Times of Increasing Nationalism, and the and posed by those who are NEET. Major Academy of Finland; Growing up Radical?’, findings have emerged on the growth working in collaboration with the University Centre on Skills, Knowledge & of long-term NEEThood and shifts from of Helsinki (PI) and Stockholm. Numerous Organisational Performance NEETs who are unemployed but looking for publications include Religion, Education, (SKOPE) work towards more individuals who have Security for Religions. Professor Ewart Keep become economically inactive; the growth of mental health issues; and the increasing Members of the group were also part SKOPE has continued to undertake inter- irrelevance of traditional definitions of the of a team awarded a Templeton World disciplinary research on the linkages Charity Foundation grant titled the Oxford between education, training and skills group that focus on 16-19 year olds, as Argumentation in Religion and Science, and economic and social performance, more NEETs emerge in the 19-plus cohort. aiming to understand how argumentation including on parity of esteem between The project has also revealed divergent works in science and religion, including how vocational and academic qualifications policy approaches across the four UK the teaching and learning of argumentation and routes, the curriculum model being nations, with England lagging a long can be supported in science and religious used in Studio Schools, and changing way behind the devolved nations in education. requirements in legal education as a developing monitoring and support for those who are NEET. In September 2018 Dr Liam Gearon result of technological change (as part co-convened the Society for Educational of a wider ESRC project on the impact Recent publications include two SKOPE Studies (SES) Colloquium on Writers and of artificial intelligence on English law, research papers titled What accounts their Education at Oriel College, with which involves the Saïd Business School, for changes in the chances of being keynotes from Harvard University, City the Law Faculty, Computer Science and NEET in the UK? and Hopeful thinking University of New York and University Education). about young people at risk of being of California at Berkeley. Notable writers Besides these, our main focus has been NEET in the UK.

Workshop with science and religious education teachers conducted by Ann Childs and Nigel Fancourt Department of Education Annual Report 2018/19 1 7

PEDAGOGY, LEARNING AND KNOWLEDGE

PROFESSOR DIANE MAYER The Pedagogy, Learning and Knowledge theme is concerned with explorations of the relationships between knowledge and pedagogic policy and practice. The theme investigates: national policy and teacher education; research on the processes of teacher education; subject pedagogy; interprofessional learning and learning in new technology contexts. This year, theme members were involved in the department’s Teacher Education Public Seminar Series, an eight-part series designed to explore future directions and possibilities for relationships between teacher education policy, research and practice. In addition, this year’s Oxford Education Society Annual Lecture, titled The Quest for Better Teaching, was linked to the theme’s work. During the year, our members were involved in a workshop on building a research career as a teacher educator and also engaged in work to gain input from school colleagues for designing and completing research with the potential to answer questions which are of interest to schools and thus have impact. Researchers in this theme have secured funding from a number of sources to support their work, including ESCR, DfE, Templeton World Charity Foundation and Oxford John Fell Fund. They have published in high-profile international journals and books by publishers Routledge, Springer, Critical Publishing, Royal Society of Chemistry and SAGE.

Oxford Sociocultural and Activity Guidance on Building Schools for head welcomed one Clarendon recipient to the Theory (OSAT) teachers, school building commissioners, DPhil programme. Professor Harry Daniels and teachers and the wider school community. Over 20 articles, along with editorials, Dr Ian Thompson The document shares practical knowledge book chapters, blogs and other media and guidance on school building design and contributions, were published by the group. This year core members of OSAT were construction processes with those involved awarded an £2.55 million ESRC Large The team also contributed to policy through in creating new school buildings, school submissions to parliamentary inquiries Grant entitled The Political Economies of refurbishment and conversion projects. School Exclusion. The main objective of this and other activities such as the Data and research is to develop a multi-disciplinary Technology Ethics Inquiry (Education) for understanding of the political economies and the All-Party Parliamentary Group on data Learning and New Technologies consequences of school exclusion across analytics. Professor Niall Winters the UK. There are considerable variations Members also delivered over 20 invited in the rates of permanent school exclusion During 2018/19, the Learning and talks and keynotes during the year in in different parts of the UK. Previous New Technologies Research Group has Australia, China, Croatia, Luxemburg, research and official statistics show that continued to expand its portfolio of Artificial Switzerland and the UK. school exclusions are far more likely to Intelligence and new technologies projects affect pupils with special needs, those from for education and social justice. low-income families, and those from some The group have eight current projects that Subject Pedagogy ethnic backgrounds. Exclusions have long- cross all stages and contexts of education, Professor Gabriel Stylianides and short-term consequences in terms of including a coding project for young Group members continued to investigate academic achievement, well-being, mental women from non-traditional educational questions of subject pedagogy and learning, health and future prospects. This project backgrounds aged 16-21 (Go_Girl: which are at the core of the group’s research therefore aims to highlight ways in which Code+Create) research critically examining agenda. A line of work related to this agenda fairer and more productive outcomes can the ethics around the use of digital trace involves developing and evaluating the be achieved for pupils, their families and data for education, and a project to provide effectiveness of research informed ways professionals by comparing the ways in intelligent support within Virtual Reality to promote powerful pedagogical practices which policy, practice and legal frameworks Training Simulations, with the aim of in different subject areas and across levels around exclusions differ in the four improving health care training in the Global of education (including teacher education). jurisdictions. The research will be undertaken South. The team also attracted additional This research-informed the publication by the multi-disciplinary (criminology, funding from the University of Oxford of an edited volume titled Classroom- disability studies, economics, education, Wellcome Trust Institutional Strategic based interventions across subject areas: human geography, law, psychiatry, Support Fund and the ESRC. Research to understand what works in sociology) and multi-site (Oxford, Cardiff, The group was proud to have three research education. The book provides examples Edinburgh, Belfast, LSE) Excluded Lives students recommended for the award of theory-informed classroom-based Research Team, established in 2014. of DPhil during 2018/19 (computing intervention research studies in different In addition, we have built on previous work education policy (Larke), the use of tablets subject areas and, as a whole, considers in Design Matters to produce Building in maths teaching (Petrovai) and civic broader theoretical and practical issues on Design Matters: The Co-design of identity in the digital age (Viola), and to have that derive across studies. The main book 18 Research

chapters are written jointly by University Teacher Education and professional learning. Another project devoted researchers (members of the research Professional Learning to Reconceptualising Teacher Education group) in collaboration with school partners Dr Katharine Burn received support from the John Fell Fund to as well as other external collaborators. conduct a systematic literature review of Members of the group have continued to act effective teacher education worldwide. It also A new topic in the group’s research agenda as consultants to colleagues in Wales, where held a one-day symposium bringing together involves the concept of practical theorising, new Accreditation Criteria have required the leading international figures along with which relates to the effective integration of design of entirely new teacher education headteachers and senior leaders from our different kinds of knowledge generated and programmes. These have been built on school partnership to examine and address validated in prospective teachers’ university principles originally established in Oxford’s the new challenges faced in equipping work and clinical work. Individual subject own teacher training programme, the Oxford beginning teachers with the adaptive disciplines are important in this investigation Internship Scheme, that insist on joint course expertise they need to work in diverse as the ways in which prospective teachers planning by schools and universities, so that settings. We have also strengthened the can engage in practical theorising might beginning teachers integrate insights from links between teacher education and other differ across disciplines. research and practice and reflect critically on fields of expertise within the department. During the past year, the research group both. These insights continue to influence A joint conference in March, organised (in organised a three-part seminar series policy internationally, with work cited by Salzburg) by Visiting Research Fellow, Dr on the topic of Deep Learning in the the OECD (2019) in their guide A Flying Roland Bernhard, brought together members Disciplines. The seminar series considered Start Improving Initial Teacher Preparation of the group with researchers in school a range of issues such as the forms Systems. The group is also focused on effectiveness and improvement to explore that deep learning can take in particular continued renewal, informed by our research. what the two fields could learn from each disciplines. Each seminar focused on two Many colleagues are collaborating with other and how the Austrian teacher education or three subject areas and involved brief teachers in our partnership schools on a book system could learn from UK successes in subject-specific presentations followed by specifically devoted to practical theorising improving outcomes for disadvantaged cross-subject discussions. at all stages of teacher education and learners.

METHODOLOGICAL RESEARCH HUBS

Quantitative Methods Hub any academic grouping in the department. The Qualitative Methods hub, now in its Professor Steve Strand Speakers ranged from internationally sixth year, brings together researchers eminent professors to upcoming DPhil from within the department and broader Our core teaching on Introduction to QM students. Topics covered everything from University, focusing on any number of and Intermediate QM was delivered to over work in progress to published material. qualitative research methods. 100 MSc and DPhil students. The balance of lectures followed by small group practical An ESRC research project on Ethnic A weekly seminar is held on Thursday computer classes received excellent disproportionality in the identification lunchtime during term. The hub is very feedback from students. of Special Educational Needs (SEN) in international and often discusses the England: Extent, causes and consequences use of innovative qualitative methods, The annual Advanced Quantitative Methods was completed and launched with an expert as well as the more tried and true. It (AQM) Summer School was held 14–24 seminar at St Cross College and received offers a rich opportunity for DPhil students May. Topics were delivered over eight good media attention. to present their work and for more days including an introduction to R, Rasch A seminar on Physical activity and rest, experienced researchers to lead practical Modelling/Item Response Theory, multilevel funded by Johan Jacob and EARLI, was seminars. 23 seminars were given this modelling, two days on Bayesian modelling well frequented by 31 attendees from year on a range of topics: the problem of and three days on structural equation 7 countries on the 6 June. Five keynote coding in qualitative research, cognitive modelling. There were 33 attendees from speakers and ten posters were presented. interviewing, task-based interviewing, 16 different academic institutions across Focus was on the use of unobtrusive phone interviewing, concept mapping, eight countries (UK, Finland, Czech Republic, measurements of biophysiology for video data, gaining access as an insider, and Switzerland, Norway, Sweden, Turkey and furthering our understanding of learning and archival research. The hub also runs drop-in Italy), comprising PhD students, research teaching. sessions for DPhil and MSc students to ask fellows, lecturers and assistant professors. questions pertaining to their own research, The QM Hub seminar series on Monday and from these seminars a number of lunchtimes had 22 speakers over the Qualitative Methods Hub students prepare articles based on their course of the academic year, the most of Dr Velda Elliott and Dr Susan James Relly methodology in top-ranking journals.

For more information about our research themes, groups and centres see: www.education.ox.ac.uk/our-research Department of Education Annual Report 2018/19 1 9

RESEARCH PROJECTS MAJOR PROJECTS The following are examples of some of the major research activities that have been carried out within the department during the last academic year.

Excluded Lives: The Political The Nuffield Nursery Language Principal Investigator: Sibel Erduran Economies of Schools Exclusion Programme Co-Investigator: Nigel Fancourt, Ann ESRC 2019–23 Nuffield Foundation 2019–21 Childs, Judith Hillier Principal Investigators: Harry Daniels Principal Investigator: Charles Hulme Teachers and pupils often face difficult (consultant), Ian Thompson Co-Investigator: Gillian West judgements that demand understanding of Co-Investigators: Rebecca Eynon, Jill various kinds of information, opinion, values Children who enter school with poorly and ethical principles, and understanding Porter (consultant), Hilary Emery developed language are at high risk of (consultant) of different processes of argumentation, educational failure and it is imperative deliberation and debate. The overarching aim of this large grant that they receive intervention before is to undertake a home–international they fail to learn. Our group is running a For example, in the context of biology comparison to understand the contextual large-scale randomised controlled trial of lessons pupils might question whether and institutional processes that lead to language interventions to improve the or not genes should be cloned or edited, different types of school exclusion (official language of children in Nursery schools. appealing not only to scientific knowledge but also to religious and ethical values. and ‘hidden’) and the consequences for We are developing a language enrichment excluded young people, their families, Many complex everyday problems thus programme (NELI-N) for children in require interdisciplinary conversations schools and other professionals across Nursery classes launching in September the UK. By moving beyond single level in order for teachers and pupils to make 2019 in 75 schools in the South East of judgements about a whole range of (primarily school) and single discipline England. This trial is funded by the Nuffield analyses of school exclusion, this project issues that have both scientific and Foundation. The programme will be religious undertones. Such interdisciplinary aims to produce a more comprehensive delivered during daily whole-group multidisciplinary view of school exclusion conversations often resort to exchanges sessions by nursery staff, trained by our of claims and reasons about particular policies and processes operating within team to use scripted materials. Children the political economies of the four UK issues such as genetic cloning and end identified as having the weakest oral of life phenomena. The justification of jurisdictions. The overarching objective, language in each class will receive additional therefore, is to advance a multi-disciplinary claims with reasons is typically defined as small-group and individual language work, ‘argumentation’. understanding of the political economies delivered by nursery assistants, supported of exclusion and how more equitable by the team. The aim of OARS (Oxford Argumentation outcomes can be achieved for pupils, their in Religion and Science) project is to families and professionals. This will ensure understand how argumentation works in that the knowledge gained of the costs and science and religion, both in terms of the consequences of the political economies of Oxford Argumentation nature and development of arguments, exclusion is comprehensive and captures in Religion and Science and also in terms of how the teaching and the complexity of the interactions of Templeton World Charity Foundation learning of argumentation can be supported different incentives and actions. 2018–21 in science and religious education. Shutterstock 20 Research

Programme for International language learning difficulties. We have NEW PROJECT AWARDS Student Assessment (PISA) developed LanguageScreen: a short, but reliable, oral language assessment 2021 The following projects were awarded for children which comprises 5 subtests Department for Education 2019–23 funding during 2018/19: (expressive vocabulary, receptive Principal Investigator: Quality in adult–child interactions vocabulary, sentence repetition, listening during digital experiences Therese N. Hopfenbeck comprehension and nonword repetition). Co-Investigator: Joshua McGrane ARC The test has been developed as an app, Iram Siraj (PI) In collaboration with Pearson, Oxford running on a tablet, designed to be Current policy guidelines for English University Centre for Educational administered by teachers or teaching medium instruction (EMI) in higher Assessment (OUCEA) will operate as the assistants. The app can be administered education institutions in China National Centre for England, Wales and in approximately 12 minutes and scoring British Council Northern Ireland for PISA 2021. In total, is automated via a secure website. This Heath Rose (PI) around 90 countries and economies are project is to collect standardisation norms expected to participate in PISA 2021, for this test from a large representative Evaluation of the impact of an international study which aims to sample of children aged 3-8 years. Multi-Systemic Therapy (MST) Essex evaluate education systems worldwide We will also provide validation data by Children Support Services Limited by measuring the knowledge and skills assessing the correlation between the Lisa Holmes (PI), Neil Harrison (Co-I) of students aged 15 years in reading, new test and well-established tests of Early years continuing professional mathematics and science. The focus area language ability. development in this PISA cycle will be mathematics. DfE Data will be collected in 450 schools Iram Siraj (PI) in England, Northern Ireland and Wales. Care Leavers’ Transition into Evaluation of the regionalisation The OUCEA will be responsible for the of adoption agencies data analysis, writing of the national The Labour Market In England DfE reports and the dissemination of the PISA Nuffield Foundation 2019–20 Julie Selwyn (PI) 2021 results, under the leadership of Principal Investigator: Neil Harrison Professor Hopfenbeck and Dr McGrane. Co-Investigators: Lisa Holmes Evaluation of the North Merseyside Dr Jenni Ingram will act as country Language Leaders School This will be the first large-scale, national expert advisor, while Professor Jo-Anne Improvement Programme statistical research to be undertaken Baird is part of the Advisory Board. The DfE in England to look at the relationship study aims to explain differences in Sandra Mathers (PI) between care leavers’ participation in student performance across and within education, employment, training or being Language First: Closing the Word participating countries through analysis of Gap in EYFS NEET (Not in Education, Employment student test scores, alongside contextual DfE or Training) at age 21, and their earlier information on student characteristics Sandra Mathers (PI) individual experiences of care and and engagement, school management, education (before age 16 and after age Review of the evidence on feedback and national policy. 16). EEF Velda Elliot (PI), Therese Hopfenbeck, By linking a number of national datasets Jo-Anne Baird, Kit Double, Jenni Ingram for the first time for the cohort who LanguageScreen (Co-Is) Standardisation turned 21 in 2016-17, detailed analysis will focus on the predictors for Accelerating impact in schools Heather van der Lely Foundation ESRC 2019–20 employment and the relative success of various groups of young people from the Velda Elliot (PI) Principal Investigator: Charles Hulme same birth cohort. Between protection and exclusion: Co-Investigator: Gillian West Separated child migrants’ care Oral language skills are a critical The findings will assist policy makers relationships and caring practices foundation for literacy, educational and service providers to better support ESRC success and psycho-social wellbeing. care-experienced young people into Ellie Ott (PI) Accurate, reliable and easy-to-use tests employment and mitigate the risks of Brexit, trade, migration and higher are needed to identify children with their becoming NEET. education ESRC Simon Marginson (PI) Girls about town: educated subjectivities, gender and the urban public space in India ESRC Akanksha Awal (PI) Department of Education Annual Report 2018/19 2 1 Shutterstock

Internationalising humanities and International network on infants, The Value of Oxford University social sciences in China: tensions, toddlers and child protection Humanities Graduates implications and collaboration John Fell Fund University of Oxford, Humanities Division with the UK Lisa Holmes (PI) James Robson (PI) ESRC Knowledge for liberation? The Evaluation of the Multaka project Xin Xu (PI) participatory vision of Freire, University of Oxford, Pitt Rivers/Esme Shared Training and Assessment of Fals-Borda, Rahman Fairburn Well-Being for Looked-After Children: John Fell Fund Velda Elliot (PI), Alis Oancea (Co-I) Impacts on mental health and David Mills (PI), Katherine Collins Fostering a shared understanding socio-emotional functioning (STrAWB) (Co-I) of educational success for children ESRC Supporting secondary mathematics in care Nikki Luke (PI) teachers to enhance their students’ University of Oxford, TORCH Supporting Teachers with Resources proof competencies Aiofe O’Higgins (PI) and Art (Sutra) John Fell Fund Our Narratives: The education of ESRC Gabriel Stylianides (PI) refugee young people Sonali Nag (PI), Alis Oancea (Co-I) Physical activity, engagement and University of Oxford, TORCH Unlocking the Potential of AI for cognition Ellie Ott (PI) English Law John Fell Fund Onyx Project – Development of an ESRC Lars-Erik Malmberg (PI) AI application and training module to Ewart Keep (PI) Resilience in Science, Technology, identify systemic disease based on the Evaluation of the Impact of Engineering, and Mathematics learning visual appearance of nails Bright Spots Leverhulme Wellcome Trust Hadley Trust Steve Puttick (PI) Anne Geniets (PI) Julie Selwyn (PI) Care leavers’ transition into the labour The political economies of school Rees Centre Children’s Social Care market in England exclusion Knowledge Exchange Workshop Nuffield Foundation DfE/ESRC HEIF Eran Melkman (PI) Harry Daniels (PI), Ian Thompson, Steve Nikki Luke (PI) Measuring outcomes for children’s Strand, Rebecca Eynon, Susan James The Effect of the International social care services Relly, James Robson (Co-Is) Baccalaureate Diploma Programme Nuffield Foundation Programme for International Student on Critical Thinking Development: Lisa Holmes (PI) Assessment (PISA) 2021 An International Multi-Site Evaluation A survey of Care Experienced Students DfE International Baccalaureate at Colleges and Universities in Scotland Therese Hopfenbeck (PI), Joshua Therese Hopfenbeck (PI) Scottish Funding Council McGrane, Jo-Anne Baird (Co-Is) Education partnerships for Neil Harrison (PI) development: Sustaining teacher What factors affect access, retention quality in context For more information about our and graduate outcomes for students current research projects see: www. John Fell Fund with a background of care or family education.ox.ac.uk/our-research/ Diane Mayer (PI), Ann Childs, Alis Oancea, estrangement; what practical projects Ian Thompson, Trevor Mutton, Jo-Anne recommendations would support Baird, Katharine Burn, Sonali Nag, Gabriel positive outcomes for this group? Stylianides (Co-Is) Unite Foundation Neil Harrison (PI) 22 Research

PUBLICATIONS

PUBLISHED BOOKS 45 YEARS OF THE OXFORD Books published by our academics Baird, J. A., Isaacs, T., Opposs, D. & Gray, REVIEW OF EDUCATION during the last year include: L (2018) Examination Standards: How measures and meanings differ around 2019 marks the 45th anniversary of Erduran, S. (2019). Argumentation in the world. London: UCL IOE Press. Oxford Review of Education, which Chemistry Education: Research, Policy was founded by members of the and Practice. London: Royal Society of Rose, H. & Galloway, N. (2019). Global department in 1974. The history Chemistry. Englishes for Language Teaching. of the Oxford Review of Education Cambridge: Cambridge University Press. charts a journey through key themes McLoughlin, E., Finlayson O. E., Erduran, in debates about education nationally S. & Childs P. (2019) Bridging Research Carnoy, M., Froumin, I., Leshukov, O. & and internationally. This year’s and Practice in Science Education. Marginson, S. (2018). Higher education celebration of the 45th anniversary Switzerland: Springer Nature. in federal countries. London: SA. of the journal has been marked by an editorial selection of articles from Stylianides, G. J., & Childs, A. (Eds.) Mutton, T., Burn, K., Hagger, H., earlier issues made free to view (2019). Classroom-based Interventions Thirlwall, K. & Menter, I. (2018) Teacher online by the publisher Taylor and Across Subject Areas. London: Routledge. Education Partnerships: Policy and Francis. The journal’s editors are Ingrid Practice. St Albans: Critical Publishing. Lunt and Alis Oancea. Chankseliani, M., & Silova, I. (2018). Comparing Post-Socialist Follow on Twitter: @OxfordRevEd Transformations purposes, policies, Erduran, S. & Kaya, E. (2019) and practices in education. Oxford: Transforming Teacher Education Symposium Books. Through the Epistemic Core Of Chemistry. Switzerland: Springer Rose, H., Mckinley, J. & Briggs Nature. Baffoe-Djan, J. (2019). Data Collection Research Methods in Applied Linguistics. Arbaugh, F., Smith, M., Boyle, J., London: Bloomsbury Academic. Stylianides, G. J. & Steele, M. (Eds) (2018) We Reason & We Prove for ALL Tse, H., Daniels, H., Stables, A., & Cox, Mathematics: Building Students’ Critical S. (2019). Designing Buildings for the Thinking, Grades 6-12. Thousand Oaks, Future of Schooling. London: Routledge. California: SAGE Publications. Department of Education Annual Report 2018/19 2 3

JOURNAL EDITORSHIPS EDITORIAL BOARDS

Assessment in Education: Principles, American Educational Research Journal – Iram Siraj (Editorial Board) Policy & Practice Applied Psycholinguistics – Victoria Murphy (Editorial Board) Therese N. Hopfenbeck (Editor) Asia-Pacific Journal of Education – Simon Marginson (Editorial Board) British Journal of Educational Asia-Pacific Journal of Teacher Education – Trevor Mutton (Editorial Board) Technology Australian Universities Review – Simon Marginson (Editorial Board) Niall Winters (Editorial Team) British Educational Research Journal – Steve Strand (Editorial Board) Emotional and Behavioural Difficulties British Journal of Religious Education – Nigel Fancourt (Editorial Board) Harry Daniels (Editor) British Journal of Sociology of Education – Steve Strand (Editorial Board); Simon Marginson (Editorial Board) English in Education, Research Journal of the National Association for the Cambridge Journal of Eurasian Studies – Maia Chankseliani (Editorial Board) Teaching of English Child & Family Social Work, Special Issue: Teenagers in Foster Care – Judy Sebba (Co-Editor) Victoria Elliott (Associate Editor) Compare: A Journal of Comparative and International Education – Maia Chankseliani (Editorial Board) Higher Education Critical Studies in Education – Simon Marginson (Editorial Board) Simon Marginson (Editor-in-chief) Cultural Historical Psychology – Harry Daniels (Editorial Board) Indian Journal of Career and Livelihood Curriculum Perspectives – Diane Mayer (Editorial Board) Planning ECNU Review of Education – (Editorial Board) Sonali Nag (Chief Editor) Education 3-13 – Iram Siraj (Editorial Board) International Journal of Science Effective Education - Iram Siraj (Editorial Board) Education Elementary School Journal – Gabriel Stylianides (Editorial Board) Sibel Erduran (Editor) ELT Journal – Victoria Murphy (Review Board) Journal of Child Language European Journal of Special Needs Education – Harry Daniels (Editorial Board) Victoria Murphy (Associate Editor) Evaluation and Research in Education – Iram Siraj (Editorial Board) Journal of Education for Teaching: Higher Education Evaluation and Development (Taiwan) – Simon Marginson (Editorial International research and pedagogy Board) Trevor Mutton (Associate Editor) Higher Education Policy – Simon Marginson (Editorial Board) Journal of Learning and Instruction Higher Education Quarterly – Simon Marginson (Editorial Board) Lars-Erik Malmberg (Editor-in Chief) Higher Education Research and Development – Simon Marginson (Editorial Board) History Education Research Journal – Katharine Burn (Editorial Board) Learning Culture and Social Interaction Harry Daniels (Co-Editor) Information and Learning Science – Rebecca Eynon (Editorial Board) International Education – Maia Chankseliani (Editorial Board) Learning, Media and Technology International Educator – Simon Marginson (Editorial Board) Rebecca Eynon (Editor) International Journal of Educational Research – Gabriel Stylianides (Editorial Board) Oxford Review of Education Journal of Education and Work – Susan James Relly (Review Board); Simon Marginson Alis Oancea and Ingrid Lunt (Editors) (Editorial Board) Psychological Science Journal of Education for Teaching: International research and pedagogy – Diane Mayer Charles Hulme (Senior Editor) (Editorial Board) Journal of Educational Sciences (UWT) – Alis Oancea (Scientific Board) Science and Education Journal of Mathematical Behavior – Gabriel Stylianides (Editorial Board) Sibel Erduran (Associate Editor) Journal of Studies in International Education – Simon Marginson (Editorial Board) Teachers and Teaching: Theory and Journal of Vocational Education and Training – Susan James Relly (Review Board) Practice Malaysian Journal of Learning and Instruction – Simon Marginson (Editorial Board) Diane Mayer (Executive Editor) Oxford Review of Education – Jo-Anne Baird, Victoria Elliott, Steve Strand (Editorial Teaching Education Board) Diane Mayer (Editor), Ian Thompson Qualitative Research in Education – Simon Marginson (Editorial Board) (Editor) Research in Mathematics Education – Jenni Ingram (Editorial Board) Teaching History Research Papers in Education – Steve Strand (Editorial Board) Katharine Burn (Editor) Residential Treatment for Children and Youth – Lisa Holmes (Editorial Board) Teaching in Higher Education Review of Education – Alis Oancea (Editorial Board); Steve Strand (Editorial Board) Neil Harrison (Executive Editor) System – Victoria Murphy (Editorial Board) Thinking Skills and Creativity – Sibel Erduran (Editorial Board) Thesis Eleven Tsinghua Journal of Education – Simon Marginson (Editorial Board) Simon Marginson (Commissioning Editor) Vocations and Learning – Susan James Relly (Review Board) 24 Research

RESEARCH INFLUENCE Every year our research attracts national and international awards from book prizes, outstanding outputs and visiting professorships, to honorary doctorates and prestigious academic leadership roles. Below is a selection PROFESSIONAL AND of the achievements and activities undertaken by members of our LEARNED SOCIETIES department over the course of the last academic year. Jessica Briggs – Committee Membership Secretary, British Association for Applied Linguistics REVIEW PANELS AND REFEREEING Katharine Burn – Deputy President, Historical Association Katharine Burn – Social Sciences and Humanities Research Council of Canada (Review Panel) Nigel Fancourt – Branch Co-convenor, Philosophy of Sibel Erduran – Education Endowment Foundation (Review Panel) Education Society of Great Britain Liam Gearon – Universities UK Research and Innovation Global Challenges Research Neil Harrison – Governing Council Fund (Peer Review Panel); Economic and Social Research Council (Peer Review Panel) member, R&D Committee member and Lars-Erik Malmberg – Assessor of Doctoral School applicants, University of Helsinki research award panel member, Society (Review Panel) for Research into Higher Education Simon Marginson – Semyonov Awards International Panel, National Research Lisa Holmes – Research Committee University, Higher School of Economics, Moscow (Review Panel); College of Expert member, Association of Children’s Reviewers, European Science Foundation (Review Panel) Residential Centers, USA; Research Diane Mayer – Humanities and Social Sciences Panel, Research Grants Council Advisory Committee member, (RGC) of Hong Kong (Review Panel) Coram BAAF Alis Oancea - Chair, national funding allocation panel for Norwegian Organisation for Simon Marginson – Council member, International Cooperation; Vice-Chair, European Commission Horizons 2020 research Academy of Social Sciences; Advisory & innovation funding call; post-award expert reviewer, European Commission Board member, Comparative and Horizons 2020 project (Review Panel); Economic and Social Research Council (Peer International Education Society SIG Review Panel) on ‘Study Abroad and International Students’ James Robson – Templeton World Charity Foundation (Review Panel); University of Oxford IT Innovation Fund (Review Panel) David Mills – Treasurer, European Association of Social Anthropologists Steve Strand – Economic and Social Research Council Large Grant proposals (Peer Review Panel) Alis Oancea – Branch Co-convenor, Philosophy of Education Society of Great Britain VISITING PROFESSORSHIPS Pam Sammons – Expert Panel on Baseline Assessment, British Harry Daniels – Research Professor, Australian Catholic University, Australia; Educational Research Association Research Professor, Moscow State University of Psychology and Pedagogy, Russia (BERA) Rebecca Eynon – Visiting Associate Professor, University of Wollongong, Australia Gabriel Stylianides – International member, Academic Committee of Liam Gearon – Conjoint Professor - University of Newcastle, Australia the Asian Centre for Mathematics Diane Mayer – Honorary Professor - The University of Queensland, Australia; Education (ACME), China; Working Honorary Professor, University of Sydney, Australia group invited leader, Congress of Alis Oancea – Visiting Professor, West University of Timisoara, Romania; Visiting the European Society for Research in Professor, Oxford Brookes University Mathematics Education Pam Sammons – Visiting Professor, University of Cyprus Department of Education, Jason Todd – Elected Fellow and Cyprus member, Institute of Historical Research Iram Siraj – Visiting Professor, Institute of Education, UCL; Research and Visiting Professor, University of Wollongong; Adjunct Professor, University of Stavanger, Norway Department of Education Annual Report 2018/19 2 5

STUDENT RESEARCH HONOURS AND AWARDS ACTIVITIES Handbook on Theory in Comparative and HONORARY DEGREE Annual Research Poster Competition International Education (forthcoming in Professor Alis Oancea was awarded the 2020) in Hilary term 2019. Activities title of Doctor Honoris Causa Socialium The annual Departmental Poster Conference in Trinity term 2019 included a screening Scientiarum by West University Timisoara showcases posters by research groups, of the documentary, Schooling the World, (Romania) at a ceremony in July 2019. members of staff and research students a presentation by an NGO engaging The Honorary Doctorate recognised her from across the three research themes. It in multicultural education in China and contribution to the field of educational is always a special occasion for existing and a visit to the Pitt Rivers Museum for research and to the development of new members of the department to share the exhibition Lande: The Calais Jungle research evaluation and philosophy of information about their research and their and Beyond. research. plans for the coming year. Each year, five In the 2018/2019 academic year, the posters are selected from among those collective was convened by DPhil students displayed by research students. They are Arzhia Habibi, Aizuddin Mohamed Anuar judged by a panel (usually consisting of and Olga Mun. theme convenors, director of research, deputy director of research and director of doctoral research), which looks for clarity STORIES: Inclusivity in Education of content, visual impact and effective presentation. The winners of the poster Doctoral researchers asked how education competition 2018 were: Ikuya Aizawa; can be made truly inclusive as part of their Jude Aizuddin Mohamed Anuar; Tracey Yani annual Students’ Ongoing Research in Harjatanaya; Laura Molway; Kedi Simpson; Education Studies (STORIES) conference, and Julianne Viola. The winning posters held 12–13 March 2019 and titled are available on the department’s website. Inclusivity: Mental Health, Access and Congratulations to all! Accountability. The 40+ presentations provided attendees with the opportunity Alis Oancea receiving her Honorary Doctorate at West University Timisoara (Romania to problematise, question and complicate Critical Perspectives in Education the issue of inclusivity as manifested in learning, education and educational PROFESSORSHIPS Collective research, and covered issues from inclusive Following the University’s 2018 This student-led initiative was founded education practices for refugee children Recognition of Distinction exercise by a group of DPhil students who were to neurodiversity in school communities. Lars-Erik Malmberg was awarded the interested in engaging with critical Keynotes were delivered by Professor title of Professor of Quantitative theories and perspectives in education and Nidhi Singal (University of Cambridge) Methods in Education. associated disciplines. The collective started and Professor Alis Oancea (Department out in Michaelmas term 2018 with a reading of Education), who spoke about Access In Trinity term 2019 Jessica Briggs group on postcolonial and subaltern theories, and Inequality in Education in the Global Baffoe-Djan and Neil Harrison were followed by the writing of a book chapter South and The Culture of Accountability conferred with the title of Associate on postcolonial theory for the Bloomsbury in Research and Higher Education. Professor. 2019 BERJ EDITORS’ Students at the 2018 Annual Poster Conference CHOICE AWARD Dr Neil Harrison’s co-authored article, ‘Challenging discourses of aspiration: the role of expectations and attainment in access to higher education’ was selected for the British Educational Research Journal’s Editors’ Choice award in July 2019 – an annual award recognising articles with particular impact on the discipline of education as determined by the journal’s editorial board. 26 Impact, Engagement and Knowledge Exchange

IMPACT, ENGAGEMENT AND KNOWLEDGE EXCHANGE

INTRODUCTION

PROFESSOR EWART KEEP CHAIR OF THE KNOWLEDGE EXCHANGE AND IMPACT COMMITTEE

One of the department’s key concerns is to maximise the gains generated by our research and ensure that it drives improvements in both policy and practice. As a result, working with policy makers and practitioners across the UK and beyond is a core element of what we exist to do. The section that follows catalogues the range of activities in which we engage and provides a range of illustrative snapshots of some of the knowledge exchange and impact activity that we have been working on recently. One of the strongest themes to emerge from this overview is our concern to deploy research to help policies and interventions that can fight disadvantage. Thus we have reports from projects on supporting teachers in resource-poor settings to use local cultural resources, the evaluation of new models of schooling to underpin the creation of employability and vocational skills, the use of mobile technology in training healthcare workers in the Global South, social mobility support for marginalised young women, and enhancing transitions from care into education, training and work.

Department of Education Annual Report 2018/19 2 7

IMPACT, ENGAGEMENT AND KNOWLEDGE EXCHANGE

Graham Hasting-Evans (NOCN), Shelagh Legrave OBE DL(Chichester College), Sue Husband (ESFA) and Ben Blackledge (WorldSkills UK) discuss research conducted by the department’s Centre for Skills, Knowledge and Organisational Performance and WorldSkills UK at a seminar in July 2019

RESEARCH IMPACT The following case studies provide some recent examples of how our research has had or is in the process of having impact in a wide range of social, political and economic areas in local, national and global contexts.

The Oxford Education Deanery and self-video, both of which are based Woore looking at the development of on the Talk in Mathematics Project led phonological decoding (the ability to The Oxford Education Deanery facilitates by Dr Jenni Ingram and Nick Andrews. In convert written text into its spoken form) the continuing professional development addition to its local work, the Deanery in this context. of teachers at all career stages in has been involved in developmental work local schools through supporting their There has been increased interest in the both nationally and internationally: it engagement in and with research. It works teaching of phonics in MFL recently, has contributed to a project run by the as a knowledge exchange partnership particularly through the Teaching Schools University’s Undergraduate Admissions between University-based researchers Council’s (2016) MFL Pedagogy Review Office with a cluster of schools in the and local teachers to help improve student and through the government-funded north-west of England; it has continued outcomes. In 2018/19 this work included National Centre for Excellence for to provide research-informed consultancy research-engaged training opportunities Language Pedagogy (NCELP), which for newly qualified and established to a university in Wales introducing an grew out of this review. As a result of his teachers, including an early career innovative programme of initial teacher work on French decoding and the project teacher conference (at which Dr Velda education; it is developing established links in particular, Dr Woore was invited to Elliott and Dr Katharine Burn delivered to support a teacher education initiative join the NCELP as a research specialist, a keynote entitled Hitting the Mark, in Bhutan; and it continues to provide playing a leading role in developing and sharing research into assessment and support for teacher research engagement providing teacher CPD relating to the marking conducted both by academics to an international school in Dubai. teaching of foreign language phonics and masters’ students at Oxford). The More information: www. and vocabulary. Many of the materials Deanery also continued to support educationdeanery.ox.ac.uk developed for the project have also been school-based Action Research Fellowships incorporated into the teaching resources and the Enhanced Master’s in Learning and being used by the centre, and made Teaching and hosted a Research Meet in Foreign Language Education: publicly available on its website. July 2019 at which findings from some Unlocking Reading The study was funded by The Nuffield of these school-based research projects Foundation and was led by Dr Woore were shared and discussed. The Deanery This research project, conducted in in collaboration with colleagues from has also promoted the work of existing secondary school Modern Foreign the Universities of Reading (Professor subject teaching networks locally and is Language (MFL) classrooms across Suzanne Graham, Dr Louise Courtney) and currently facilitating the development England from 2016-18, represents Southampton (Dr Alison Porter), as well as of new networks. The Deanery has one of the few experimental trials to within the department (Clare Savory). published ‘Teacher Takeaways’, short date examining the effects of teaching guides to research findings likely to be of phonics in a foreign language. Focussing More information: www.education. practical use to teachers. The two most specifically on French, it builds on a ox.ac.uk/research/unlocking-reading recent Takeaways focus on wait time number of previous studies by Dr Robert 28 Impact, Engagement and Knowledge Exchange

Still from the “Clapping Game”, a video developed for educators in India to encourage the use of syllable games in early years teaching

Good people in a flawed seminar of policy makers, FE practitioners, assistance by Department of Education’s system: the challenges of media and Awarding Organisation staff at Tiarnach McDermott and Ashly Benny, and practitioners Laxmi Sutar, Rayan Miranda mainstreaming excellence One Great George Street, Westminster, on 2 July 2019. The seminar consisted of a and Ningappa Alagakatte, the films are less in technical education presentation of the research, with a Q&A than three minutes each and available in The United Kingdom has competed at session by a panel consisting of Graham both in English and Kannada. Feedback from the WorldSkills Competitions since 1953. Hasting-Evans (Group Managing Director, anganwadi workers (facilitators in public The level of skill required to participate NOCN), Shelagh Legrave (OBE DL, CEO, preschools) and master trainers shaped the in international skills competitions sets Chichester College), Sue Husband (Director final products. a new standard for achievement in of Employee and Employer Engagement, The first screenings were held in New Delhi vocational education and training. Team ESFA), and Ben Blackledge (Deputy CEO, and Bangalore in State-level meetings. UK undergo a rigorous training programme WorldSkills UK). Going forward, the films will be shared led by the WSUK Training Managers’ who More information: www.education.ox.ac. through WhatsApp teacher groups. The turn WorldSkills International standards uk/research/technical-education films are also guiding curriculum developers into a curriculum that is relevant, high from the Karnataka government’s quality and stretching; they are given Integrated Child Development Scheme the professional autonomy to design a (ICDS) and the Education for All mission, curriculum that best suits the needs of Supporting Teachers with Samagra Shikshana Karnataka (SSK). the learner. Training Managers (TMs) Resources and Art (SuTRA) The potential reach of the activities also work in further education, a private SuTRA seeks to harness the power of demonstrated in the films, embedded in training provider or a higher education local cultural resources to demonstrate an emergent literacy curriculum, is around institution, or are self-employed in other evidence-backed teaching practices for £2 million children attending close to training activities. This research focused educators in resource-poor settings. The 65,000 centres. on the process of curriculum development research underpinning the project is Dr and delivery in WorldSkills and how, if at In the coming year, the multi-site SuTRA all, the TMs transfer this experience into Sonali Nag’s work in low- and middle- collaboration will continue to focus on their teaching for their FE college or training income countries. SuTRA will prioritise resources with potential to impact practice. provider. It draws on interviews with 24 of topic areas identified by practitioner and the current 35 TMs preparing competitors policy collaborators and tap into the deep for the WorldSkills Competition in Kazan in penetration of mobile phones for free The politics of student exchange of information through online August 2019. The findings show that, while mobility: Engagement with many TMs develop particular strategies to resources and social media. the Norwegian Agency of transfer some of their skill and knowledge, In the first year of the project, two films the many challenges of the skills system have been developed for India. Titled The International Cooperation prevent full embedding of world-class Clapping Game, the films demonstrate The Norwegian Agency for International expertise. activities to promote phonological skills and Cooperation and Quality Enhancement This research was conducted by Dr Susan are available on The Promise Foundation’s in Higher Education (Diku) invited Dr James Relly, Co-Director of the Centre YouTube channel. Research has conclusively Maia Chankseliani as the keynote speaker for Skills, Knowledge and Organisational shown that these language-related skills to engage with the Eurasia Programme Performance (SKOPE), in conjunction improve literacy attainments in young Conference held in Oslo in April 2019. with WorldSkills UK. It was presented at a learners. Directed by Gideon Arulmani with Diku promotes innovation and international Department of Education Annual Report 2018/19 2 9

cooperation by funding and managing development. The study used ideas of by the Studio Schools Network of more a large portfolio of international democratic socialisation at universities as than 30 schools as part of its programme development projects under the umbrella well as apprenticeships in democracy to of CPD. The research, funded by the of the Eurasia Programme. Through this advance the intellectual agenda of linking Edge Foundation, examined how programme, Diku develops strong and two fields – educational studies and employability skills frameworks, lasting institutional partnerships between political science. The keynote presentation particularly the CREATE Framework, were universities in Norway and post-Soviet generated extensive discussions on conceptualised and deployed in Studio Eurasia. These partnerships are aimed broader implications of student mobility Schools. More broadly, the final report at strengthening teaching and research amongst the attendees which included from the project examined the challenges capacity so that post-Soviet countries the representatives of partner institutions of implementing innovative forms of are better able to address the Sustainable from Eurasia, Diku, and the Norwegian vocational schooling in a crowded and Development Goals. All projects include Ministry of Foreign Affairs. competitive education market. The the student/staff mobility component. team shared these findings in a policy Diku invited Dr Chankseliani to present workshop at the Edge Foundation, where the findings reported in her recent Employability Skills and examples of best practice were fed publication that links international into the development of a new model student mobility with their home Innovative Models of Schooling of skills-based schooling developed by countries’ democratic development. Research undertaken by Dr James the foundation. Findings highlighting the Through theoretically informed analysis Robson, Ashmita Randhawa and lessons learned from the Studio School of cross-sectional data, Maia showed Professor Ewart Keep, through the model on implementing innovative, that the former Soviet countries with department’s Centre for Skills, Knowledge vocational forms of schooling were higher proportions of students studying and Organisational Performance also shared with the Department for in Europe or the United States have (SKOPE), focusing on understanding Education through a dedicated policy achieved higher levels of democratic the development of employability skills briefing, feeding into wider conversations development. In contrast, countries in Studio Schools, underpinned the on the development of employability skills with higher proportions of students production of a new resource for training in mainstream education. studying in the most popular authoritarian senior leaders interested in implementing destination – Russia – have reached employability skills frameworks in their More information: www.education. significantly lower levels of democratic schools. The resource has been adopted ox.ac.uk/research/CREATE Shutterstock 30 Impact, Engagement and Knowledge Exchange

What role can mobile and practice with a deeper concern for for Skills Knowledge and Organisational technologies have in training evidencing the work of CHWs who care Performance (SKOPE) won a coveted for the most marginalised members place on the L.E.V8 Women Pre- Community Health Workers in in their communities. Significant work accelerator programme at the University’s the Global South? will be needed to improve the breadth Oxford Foundry, which is aimed at The World Health Organisation (WHO) and depth of the evidence-base: first, developing female-led early-stage has estimated that at least half of the foundational research on assessing startups. The knowledge gained from world’s population cannot obtain essential the quality of mobile-based training the immersive workshops and 1:1 health services due to a global shortage programmes in terms of their role in mentoring will prepare them to further of health workers. One solution to improving the capabilities of CHWs is develop the reach and impact of Go_Girl help address this gap has been to train urgently required. Second, programme Code+Create, a community outreach community health workers (CHWs) design and implementation strategies programme which seeks to empower in low- and middle-income countries must result in more robust evidence on young NEET women (not in education, (LMICs). CHWs are lay people working how mobile technology can support social employment or training) in Oxfordshire within their own community in a health learning. This will enable the development by helping them to clarify and broaden promotion and prevention role. of new insights in CHW practice, for their aspirations, and develop their example, using technology as part of The ways by which mobile phones can capabilities in the use of digital tools, a mixed-methods approach to gather support training and supervision have media production and coding. The data on learning practices in support of not yet been fully established. In previous goal of the Go_Girl programme is to assessment and evaluation. work, research found that the design help participants develop a plan for of many training programmes is not This research was funded by the transitioning into careers in coding, other underpinned by learning theory. A 2018 University of Oxford under the HEFCE- tech-related fields or other pathways to WHO report noted that the evidence- GCRF support fund and was coordinated independence. Tracey and Ashmita will be base for supportive supervision was in partnership with the University developing a business plan to potentially found to be severely lacking. of Johannesburg’s Africa Centre for set-up Go_Girl as a social enterprise. Evidence, the George Institute for Global They will focus on further development In collaborative work, the interdisciplinary Health India, the University of New South of the Go_Girl curriculum, including the team, including Professor Niall Winters, Wales’s Faculty of Medicine, UNSW critical task of developing resources and Dr Anne Geniets, James O’Donovan Sydney’s George Institute for Global associated supports in order to scale up, and Dr James Robson, developed an Health and Oxford’s Nuffield Department with the Go_Girl programme running at evidence map to help understand the of Clinical Medicine, Nuffield Department multiple sites. role of mobile technology in the training of Obstetrics and Gynaecology and More information: gogirloxford.org of community health workers in LMICs. George Institute for Global Health. A Evidence mapping is an evidence paper mapping the evidence published synthesis methodology to systematically by the research team between 2000 and source and organise a body of knowledge 2018 has been published in BMJ Global Accelerating Impact in Schools to provide a high-level overview of the Health, titled Using mobile technologies A group of researchers from the size and nature of the available evidence to support the training of community department’s Pedagogy Knowledge to inform and facilitate the use of this health workers in low-income and and Learning research theme has been evidence-base. middle-income countries: mapping collaborating with staff from local schools The evidence map, which can be accessed the evidence. to identify the most pressing questions via the Africa Centre for Evidence website Access the evidence map here: schools need answering to make for the (see weblink below), details the range of https://africacentreforevidence. most impactful research. A team led by pedagogical approaches and technologies org/wp-content/uploads/2018/ Dr Velda Elliott, Dr Jenni Ingram, Nicole employed for training, and the type of 10/mhealth-and-training-for-chws_ Dingwall, Jason Todd, Dr Katharine implementations and study designs used v5.html Burn, Professor Diane Mayer and Trevor across nine areas of global healthcare in Mutton from the department received LMICs, including the neglected areas of ESRC Impact Acceleration Account disability and mental health. The maps Accelerating Go_Girl: A funding to run the project. A half-day are interactive, allowing decision-makers technology-enhanced programme of collaborative research to directly engage with the evidence and educational outreach design and brainstorming led to the to interrogate its relevance to their own programme boosting social formulation of fifteen key questions contexts and needs. which were then consulted on more mobility for marginalised Overall, the evidence map has shown widely through the Oxford Education that very clear gaps remain regarding the young women Deanery with local Research Champions, choice of health condition targeted for Department members Tracey Denton- attendees at the Research Meet at training and in the type of training used. Calabrese from the Learning and New which students on the Enhanced MLT Effectively tackling this issue will require Technologies Research Group and present their research, and other an interdisciplinary approach to research Ashmita Randhawa from the Centre volunteers from local schools. Topics Department of Education Annual Report 2018/19 3 1

included how schools could most to encompass post-compulsory key challenges around mental health, successfully support transition students education, training and work for young disability and parenthood. in the wake of greater needs coming people leaving local authority care, Dr Harrison has discussed his findings through from primary school; how to building on previous research by its with the DfE and delivered a webinar equip students to resist online and in Deputy Director Dr Neil Harrison. The – Moving On Up – care leavers and person grooming into sexual or criminal first project to come to fruition has exploitation or extremism; and to what been a study of care-experienced higher education - on care-experienced extent cognitive science is understood, college and university students in students within the series organised by implemented and ‘works’ in schools. Scotland, led by the University of the National Association of Virtual School The next step is to seek funding to Strathclyde. Commissioned by the Heads and hosted on their website. He engage in research on these questions, in Scottish Funding Council, it explores the is also advising the National Network for collaboration with partner schools, with experiences of over 400 individuals. It the Education of Care Leavers (for whom a pathway to impact already identified. has garnered attention in the education he is a trustee) and the Centre for Social The half-day workshop also named our press (see TES.com article, Care Justice think-tank on a new ‘kitemark’ for ‘Teacher Takeaways’ – a two-sided A4 leavers ‘struggle to cope financially’) university support services. summary of research on a given topic and is already feeding into national More information: www.education. – and produced recommendations for policy development. More broadly, Dr ox.ac.uk/research/care-leavers- future topics and a plan to maximise Harrison’s knowledge exchange work employability-in-england schools’ engagement with and use of has focused on the varied pathways these resources. that care-experienced students take Current Rees Centre projects are focusing on graduate outcomes (with More information: www. into higher education. In particular, he Sheffield Hallam University for the Unite educationdeanery.ox.ac.uk/ has highlighted research demonstrating Foundation) and transitions into work teacher-takeaways that many return to education slightly later in life and the importance of (with the University of York for the vocational and work-based routes, Nuffield Foundation). More details can be found on the Rees Centre website. Understanding transitions arguing against a policy over-focus on from care into education, entry to university at 18 (see ‘Care leavers in higher education: how many training and work are there and why does it matter? The department’s Rees Centre on blogs.lse.ac.uk). In addition, his has recently expanded its scope research has revealed some of the

Go_girl participant developing their digital game at a programme session 32 Impact, Engagement and Knowledge Exchange

ACADEMIC ENGAGEMENT Our staff engage in a variety of roles and activities in order to exchange knowledge and to generate impact across our societies locally, nationally and internationally. The following provides some key examples of how we have been making a difference to governments, charities, councils, businesses and other higher education institutes, as well as at the University, over the course of the last academic year.

EXPERT AND ADVISORY ROLES

Jo-Anne Baird – Chair, Research Ariel Lindorff – Advisor, Teach for Management of Research Information Committee, Assessment and Qualifications Bulgaria Management Data, JISC/ Forum for Alliance (AQA); Member, National Joshua McGrane – Advisory member, Responsible Research Metrics (2019); Reference Test Expert Group and AQA Centre for Education Research and Member of working group, the Intellectual Standards Advisory Group, Ofqual Practice; Advisory member, Qualifications Basis of Teacher Education UCET Sibel Erduran – Advisor, Caroline Lucas Wales Research Advisory Group (Universities’ Council for the Education of MP-convened group on creating a new Teachers) (2019); Research Management Simon Marginson – Advisory Board, Committee GCSE in Natural History Centre for Research in Higher Education Rebecca Eynon – Advisor, Cities of Policies (CIPES); Advisory Committee, Pam Sammons – International expert Learning Initiative, RSA (Royal Society for Shandong Province, China; Advisory member, Review Committee for Austrian the encouragement of Arts, Manufactures Committee, Higher Education Commission Science Foundation and Commerce) Inquiry; Advisory Committee, Minister for Judy Sebba – Advisory Board, Home Nigel Fancourt – Co-opted member, Higher Education; Parliamentary Evidence, Office (research project on trafficked Oxfordshire SACRE (Standing Advisory Higher Education Commission; Written children); Advisory Board, Office of Council on Religious Education) Evidence, House of Lords, European Union the Children’s Commissioner; Research Committee Strategy Group member, NSPCC Liam Guilfoyle – Member, Teaching Council Research Engagement Group, Sandra Mathers – Vice-Chair Iram Siraj – Advisor, Department for the Teaching Council of Ireland Trustees, Early Education; Panel member, Education on Early Learning Goals and Department for Education Expert Panel Development Matter; Advisor, National Neil Harrison – Expert Advisor, National on Early Years Language, Literacy and Association of Headteachers; Technical Network for the Education of Care Leavers Communication apps Advisor, Organisation for Economic Lisa Holmes – Academic advisor and Victoria Murphy – Advisory member, Co-operation and Development domains ‘critical friend’, National Audit Office RiPL (Research in Primary Languages) of assessment Early Childhood Education analysts; Academic advisor, Office of network and Care (ECEC) International Early the Children’s Commissioner; Advisory Learning Study (IELS); Specialist Panel, Committee, Department for Education; Trevor Mutton – Chair of working group, Minister for ECEC and Ed Dept, Victorian Advisory Committee, Sussex University; the Intellectual Basis of Teacher Education Government; Specialist Panel, Minister Frontline Curriculum Advisor, Frontline, UCET (Universities’ Council for the for Education and Ed Dept, South Social Work training programmes Education of Teachers) Australian Government Jenny Ingram – Advisory Committee, Sonali Nag – Lead, Department of Steve Strand – Expert Advisory Royal Society Advisory Committee on Education and Department of Women and Group, Department for Education, second Mathematics Education (11–16 contact Child, Government of Karnataka, India Longitudinal Study of Young People group) Alis Oancea – International Advisor, in England (LSYPE2); Panel member, Ewart Keep – Member of Scottish Teacher Education Reform, Norwegian REF2021 Assessment Panel; Special government’s Strategic Labour Market government (Norwegian Agency for Advisor, House of Commons Education Group, the Labour Party’s Independent Quality Assurance on Education); Select Committee, inquiry into the Commission on Lifelong Learning, Expert Group member, tasked with underachievement of White Working the Higher Education Funding Council recommending new research and Class Children; Steering Group member, for Wales’s Student Opportunity and innovation policies to the European National Pupil Database (NPD); Written Achievement Committee, the Four Nations Commission on indicators of engagement Evidence, House of Commons Women’s College Alliance Independent Commission with open science (2017–19); & Equalities Committee on ‘The College of the Future’, and the Member of Advisory Group, the Future Gabriel Stylianides – Advisory Board, Education and Training Foundation’s of Research Assessment, Research International GeoGebra Institute; Expert Centres for Excellence in Maths Expert England (2018–19); Writing group member, Standards and Testing Agency Advisory Group member, Principles for the Responsible Test Review Group Department of Education Annual Report 2018/19 3 3

POLICY AND PRACTITIONER EVENTS

INTERNATIONAL Maia Chankseliani – keynote, Norwegian Ted Melhuish – keynote, UNICEF and of Karnataka, India; workshop UNICEF, Agency for International Cooperation and Sri Lanka high-level meeting on Early Karnataka, India; workshop, Room to Read, Quality Enhancement in Higher Education Childhood Education, Sri Lanka; keynote, India (Diku), Oslo, Norway; roundtable, National Australian Business Leaders Annual Pam Sammons – keynote, Assessment and Examinations Center conference, Australia; keynote, Australian Commonwealth Council for Educational (NAEC), Tbilisi, Georgia Council of Educational Leaders Annual Management & Administration (CCEAM), Harry Daniels – keynote, Turkish Ministry Conference, Australia Bugibba St Paul’s Bay, Malta of Education, Istanbul, Turkey Sonali Nag – keynote, Indian Speech Judy Sebba – keynote, Association of Tracey Denton-Calabrese – keynote, and Hearing Association (ISHA), National Child Welfare Agencies (ACWA), Sydney, Tucson Unified School District Teaching and Association of Speech, Language and Australia Learning Summit, Tucson, Arizona Hearing Professionals 51st Annual Conference, Bengaluru, India; presentation Iram Siraj – presentation, OECD, Paris, Charles Hulme – keynote, SPELD NSW to government, State Project Director, France; keynote, Education Directorate Annual Conference, Sydney, Australia Department of Education, Government Primary and Early Years, Adelaide, Australia

Ted Melhuish visiting a remote children’s centre serving an indigenous community in Galiwinku, Australia 34 Impact, Engagement and Knowledge Exchange

Nigel Fancourt and Liam Guilfoyle presenting work on the Argumentation in Religion and Science

NATIONAL Katharine Burn – keynote, Oxfordshire keynote, Welsh Government’s Digital workshop, Edge Foundation, London Teaching Schools Alliance, Oxford; Innovation Review, Cardiff; presentation Judy Sebba – keynote, National presentation, Cheney School and Oxford to government, SKOPE seminar for the Association of Special Schools; City Learning, Oxford Northern Irish government, Belfast; presentation, Alex Timpson Foundation, Rebecca Eynon – presentation, the presentation to government, SKOPE London; roundtable, Hampshire and Isle Office of Qualifications and Examinations seminar for the Welsh Government , of Wight local authority, Isle of Wight; Regulation (Ofqual) Board, London Cardiff; presentation, National Education roundtable, Social Care Institute for Union workshop on Union Learning Fund Excellence Nigel Fancourt – presentation, Transformers Project, London; roundtable, Oxfordshire County Council, Oxford Further Education Trust for Leadership, Iram Siraj – keynote, British Library Early Neil Harrison – keynote, Society for London Years and Primary Education conference Research into Higher Education, London Helen Hamlyn Trust; keynote, Early Simon Marginson – briefings, Higher Years Scotland, Glasgow; keynote, the Lisa Holmes – keynote, Association of Education Funding Council of Wales, British Foreign Schools Society, London; Children’s Residential Centres Annual Cardiff; Commonwealth Scholarship presentation to government, Department Conference; roundtable, Office of the Council of Education Wales Research Priorities in Children’s Commissioner; presentation to Sandra Mathers – keynote, Nursery Early Childhood Education and Care, Wales; government, Department for Education, School Teaching Schools Annual presentation to government, Primary Ministry of Housing, Communities and Conference; roundtable – ECERS Local Head Teachers Conference: Leading Local Government and the Treasury; Authority Network, London Early Learning, Stirling; workshop, Action presentation to government, Department Ted Melhuish – keynote, UK House of 4 Children; workshop, Early Learning or Education and Family Rights Group, Scotland masterclass on the SSTEW scale, London Commons Education Committee Life Chances Inquiry, London Glasgow Therese Hopfenbeck – keynote, Steve Strand – keynote, Milton Keynes European Commission Working Group for Trevor Mutton – workshop, UCET Conference, Stratford-upon-Avon Council, Milton Keynes; keynote, National Digital Education: Learning, Teaching and Pupil Database User Group Conference, Assessment Sonali Nag – roundtable discussion, London; webinar, Bell Foundation Central Square Foundation, London Susan James Relly – keynote, WorldSkills Priya Tah – presentation, Devon County Scotland Awards Ceremony, Glasgow Mariela Neagu – workshop, Fair Ways Council, Devon; Warwickshire County Ewart Keep – keynote, Further Education – Independent provider in children’s Council, Warwickshire Trust, Bristol; keynote, Gatsby Foundation, social services (London, UK); workshop – Portsmouth City Council, Portsmouth Ian Thompson – keynote, Chartered London; keynote, Leeds City Council, College of Teaching ‘Schools and Teachers Leeds; keynote, Scottish Government’s James Robson – policy briefing, Overcoming Social Disadvantage’, Strategic Labour Market Group, Glasgow; Department for Education, Sheffield; Lancaster Department of Education Annual Report 2018/19 3 5

INTERNAL UNIVERSITY AND COLLEGE APPOINTMENTS EXTERNAL EXAMINER ROLES Jo-Anne Baird – Education Committee, Trevor Mutton – Education Committee University of Oxford Nominee, Oxford Admissions Executive committee, University of Oxford; Panel Katharine Burn – University of Maia Chankseliani – Finance Cambridge Committee, St Edmund Hall member, Inspirational Teacher Awards, University of Oxford Liam Gearon – Inter-Divisional Social Maia Chankseliani – University Sonali Nag – Admissions Committee, of Nottingham; University of Sciences and Humanities Research Ethics Committee, Central University Research Finance & Estates Committee, College Management and Technology, Assessor, Brasenose College Pakistan Ethics Committee, Permanent Private Halls Supervisory Committee and sub- Alis Oancea – Research Strategy Nigel Fancourt – University of Committee of Education Committee, Group, Social Sciences Division; Research Exeter; Cardiff University; University University of Oxford Coordinator, Kellogg College; Mentor, College London Judith Hillier – Vice-President, Site Senior Women’s Mentoring Network, University of Oxford Neil Harrison – University of Kent Committee, Governance Working Group, Kellogg College James Robson – Learning Technology Jenni Ingram – University of Jenni Ingram – Vice Principal, Chair Advisory Group member, University of Bristol; Loughborough University; Oxford; Panel member, IT Innovation University of Plymouth of Linacre House Trust, member of Domestic and Buildings Committee, Fund, University of Oxford Susan James Relly – The Open Finance Committee, Development Heath Rose – Dean for Equality and University Committee, Equality Committee, Staff Diversity, Linacre College Committee, Academic Committee and Steve Strand – Access and Participation Trevor Mutton – University of the Strategy Liaison Group, Linacre Edinburgh Plan (APP) Task and Finish Group (TFG), College University of Oxford; Student Attainment Jason Todd – University of Exeter; David Mills – Director, Grand Union DTP, Gap Working Group (SAGWG), University Oxford, Cambridge and RSA Social Sciences Division; Senior Fellow of Oxford; Joint Consultative Committee Examinations (OCR) (lead for College Governance reforms), with the University & College Union, Kellogg College University of Oxford Niall Winters – Trinity College Dublin Victoria Murphy – Chair of Equality and Diversity Steering Group, Social Sciences Division

Trevor Mutton speaking as part of a panel discussion in May 36 Teaching and Learning

TEACHING AND LEARNING

INTRODUCTION DR SUSAN JAMES RELLY DIRECTOR OF GRADUATE STUDIES Our eight programmes are specifically developed to build upon and utilise the expertise of our academic staff. The diversity of our academic staff and student population reflects our commitment to equal opportunities. We have many women in leadership roles and a strong international profile with colleagues and students coming from many countries in addition to the UK including Australia, Brazil, Canada, China, Finland, Georgia, India, Ireland, Japan, Norway, Romania, South Africa and the United States. Many of our students enter the department with much work experience in education-related professions. Four of our eight programmes are offered as part-time provision to ensure that those already employed can find courses that offer opportunities to enhance their knowledge, understanding and skills in ways that are relevant and of benefit for themselves, and for the institutions and sectors in which they work. Widening participation and access is a key aspect of our programmes, and our admissions policies. Our Post-Graduate Certificate in Education (PGCE) tutors work with students and teachers in some of the most disadvantaged areas in the UK. On the Master’s in Learning & Teaching (MLT) and Master’s in Teacher Education (MTEd), colleagues work with a number of the teachers on widening access programmes in their schools and regions. This work is in line with the University’s regionalisation programme. Many of our DPhil students engage in fields of educational research that underpin work on widening access and participation in education, particularly for women and girls.

STUDENT RECRUITMENT

Key Facts 2016/17 2017/18 2018/19

Total number of applications 1,160 1,269 1,253

Total number of places 383 418 426

Applications places ratio 3.0 3.0 2.9

Total number of incoming students 361 397 424

Number of countries 15 18 28

Female: male ratio 2:1 2:1 1:1 Department of Education Annual Report 2018/19 3 7

PROGRAMME SPOTLIGHT TEACHING AND LEARNING MSC IN EDUCATION – HIGHER EDUCATION PATHWAY The department’s MSc in Education (Higher Education pathway) attracts students from a wide range of educational and professional backgrounds and offers them a broad introduction into the complex field of theories and practice in higher education globally. In addition to seminars on key concepts, students are taught by leading researchers, giving INTRODUCTION them the opportunity to engage directly with current thinking and evolving themes in the field. DR SUSAN JAMES RELLY MEET THE PATHWAY ACADEMICS DIRECTOR OF GRADUATE STUDIES These seminars brought together speakers from inside and outside the University focused on selection and opportunity in higher education, especially the underlying research issues. The seminar rooms were overflowing, with an average participant audience of more than one hundred each time, the quality of discussion was exciting and there was clear momentum for reform. It was a great programme and I think we made a contribution to advancing social equity at Oxford. Tell us about a project you are working on now which is top of your to-do list. Kirsten Holst Kirsten For two years we have been collecting PROFESSOR SIMON MARGINSON How long have you been at the data in ten different countries (UK, USA, Canada, Chile, Japan, China, Korea, Poland, Professor of Higher Education and department and what was your France, Finland) as part of the CGHE Director of the Centre for Global previous role? Higher Education I joined the department in September project on ‘Higher education and public 2018. From 2013 to 2018 I was good’. Through this project we hope What is your role in the department and Professor of International Higher Education to demonstrate in a more systematic what does it involve? at UCL in London and prior to that a way that higher education does more I am Professor of Higher Education in the professor at the University of Melbourne than generate individual benefits for department and direct the ESRC/OFSRE in Australia. graduates in the form of salaries, jobs and Centre for Global Higher Education (CGHE). opportunities for social mobility. It has CGHE is a publicly funded research centre What’s the most important thing you’ve learned from your students about the a much larger agenda, including building carrying out 16 different investigations of relationships in communities, solving global, national and local aspects of higher subject you teach? Students are curious, they want to engage key human problems and furthering education. We work with five UK and nine international understanding. Bringing the international universities. In a day-to-day with each other and want to work things data from the different countries together, sense, though, as for other academic staff, out for themselves. Good conversation drawing generic conclusions about the my time is spent on teaching, research, is the lifeblood of the Higher Education role of higher education, writing up those writing, public commentary, writing strand. There is much discussion time in conclusions in a convincing manner and messages, meetings and filling in forms. our classes, in which people find disseminating the ideas as widely as My work is mostly focused on international themselves pushing up against problems possible are top of my to-do list. and global aspects of higher education where there are no easy answers. Students and on education policy issues. I also edit come from different country backgrounds What would it surprise people to know the academic journal Higher Education, and offer fresh viewpoints to each other, about you? which absorbs a good deal of time as we and sometimes a master’s student comes I love traditional Japan and especially are now taking in 1,500 new manuscripts out with an idea about higher education its thinking about nature, in thrall to the a year. I teach in the MSc in Education that is genuinely new, not part of the differing aesthetics: Zen rock and sand, (Higher Education), working alongside existing research literature. That’s exciting. the Saihoji (the moss gardens), the Heian James Robson as convenor and leading What working achievement or initiative period gardens. I have been fortunate the subject ‘Globalisation in Higher are you most proud of? enough to visit some wonderful places, Education’ – teaching in the department In Hilary term 2019 the department ran such as Palenque in Mexico and Angkor is one of the most interesting and a series of five seminars, mostly held in in Cambodia, but my favourite place in enjoyable parts of my job. Oxford colleges, on ‘Access to University’. all the world is Kyoto. 38 Teaching and Learning

DR JAMES ROBSON Departmental Lecturer (Higher Education) and Associate Director of the Centre on Skills, Knowledge and Organisational Performance (SKOPE)

What is your role in the department and what does it involve? I am a Departmental Lecturer in Higher Education and Associate Director of SKOPE. A key part of my role is convening the MSc in Education (Higher Education). This involves leading the master’s programme in HE, having overall responsibility for content and delivery of the pathway, ensuring students progress successfully and happily through the course, and representing the pathway in the department and in the wider students about the HE systems in their combines analysis of quantitative data University. Alongside this, the other countries and how they relate to wider on graduate destinations and earnings key part of my job is research and I am cultural, political and economic structures, with semi-structured qualitative currently involved in or leading a variety both nationally and globally. I find this interviews with students, graduates and of projects focused on the broad areas international diversity in the cohort really employers. The research team and I are of Higher Education, professional learning exciting as it means that both students currently involved in doing extensive and training systems, with a particular and academics get to learn from each qualitative analysis and beginning to focus on skills supply and demand, other and root our understanding of write up the findings. Getting the first employability, labour market outcomes, educational contexts and systems in the publication out is now right at the top digitalisation, and intergenerational social real life experiences of our peers. of my to-do list. mobility and access. What working achievement or initiative What would it surprise people to know How long have you been at the are you most proud of? about you? department and what was your Over the last two years I’ve been I’ve I’m very interested in traditional and previous role? been working with colleagues researching natural building skills and techniques and I joined the department as a DPhil student the Lady Margaret Hall (LMH) Foundation am part of a community farm where I’m in 2010. I finished in 2014 and stayed in Year, an innovative project designed currently leading workshops on round the department working as a Postdoctoral to support access to the University of wood construction and timber framing. Research Officer and tutor on the MSc Oxford for the most disadvantaged I also have a small herd of cows, a flock in Education. I then became a Research students. Oxford recently announced of hens and a lot of bees! Fellow and then a Departmental Lecturer. that it would be starting a University- Previously, I worked as a Researcher wide foundation year inspired by and Manager, responsible for developing and modelled on the LMH programme. I’m implementing the research strategy of very proud to have, in a small way, a charity involved in funding educational contributed to the conversations that research. Before that I was a project brought about this historic widening manager developing digital educational participation initiative. resources. Tell us about a project you are working on What’s the most important thing you’ve now which is top of your to-do list. learned from your students about the I’m currently leading a large research subject you teach? project focused on understanding We’re incredibly fortunate that our the value of Humanities degrees, students come from such a wide range examining labour market outcomes as of different international contexts. I’m well as wider personal, social, political constantly learning new things from and economic impacts. This project

To find out more about the MSc in Education (Higher Education) visit: www.education.ox.ac.uk/programmes Department of Education Annual Report 2018/19 3 9

SCHOLARSHIPS DOCTORAL COMPLETIONS

Jiangshan An Monolingual teachers’ interaction with Chinese students in AWARDED English as the Medium of Instruction (EMI) science classes: an exploratory CLARENDON SCHOLARSHIP study of the foreign high school programs in China Mohamed Aizuddin Anuar, DPhil in Education Supervisors | Ernesto Macaro and Ann Childs Manal Bougazzoul, DPhil in Education Lauren Burton Electrician not electrishion? Implicit and explicit knowledge DOCTORAL TRAINING CENTRES of word stem and affix morphemes for children’s spelling ESRC STUDENTSHIP Supervisors | Terezinah Nunes and Maria Evangelou Lucy Hunt, DPhil in Education Tiarnach McDermott, DPhil in Education Sofia Carlos Negotiating a ‘new’ European Schooling: A Case of Education Peter Mitchell, DPhil in Education Policy Making in Europe Nuzha Nuseibeh, DPhil in Education Supervisors | Jenny Ozga and Trevor Mutton (funded in association with the Edge Yu Wing Chan Cross-Linguistic Transfer of Phonological Awareness in Foundation) Chinese Children Receiving English Instruction: an Intervention Study Jamie Stiff, DPhil in Education Supervisors | Terezinha Nunes and Maria Evangelou DEPARTMENTAL STUDENTSHIP Wonyong Park, DPhil in Education Samantha Curle Stakeholders’ attitudes towards English Medium of Lili Yang, DPhil in Education Instruction for academic subjects in the Japanese higher education context’ Supervisor | Ernesto Macaro GULF EDUCATION SCHOLARSHIP Abdulla Omaigan, MSc in Education Katri Eeva The EU’s European Semester: Soft Power and Knowledge in (Comparative and International Education) the Governing of Education Supervisors | Jenny Ozga and Velda Elliott HILL FOUNDATION SCHOLARSHIP Darina Izhboldina, MSc in Education Sina Fackler An international perspective on teacher self-efficacy: (Child Development and Education) Investigating personal, cultural, structural and environmental factors ROUTLEDGE SCHOLARSHIP, Supervisors | Pamela Sammons and Lars-Erik Malmberg ST EDMUND HALL Annina Hessel Investigating reading comprehension in English as additional Anna Garson, MSc in Education language learners: children’s processing of metaphors and internal (Comparative and International Education) inconsistencies when reading text RHODES SCHOLARSHIPS Supervisors | Victoria Murphy and Kate Nation Abigail Branford, DPhil in Education Karen Hosack Janes The nature of teaching and learning when using a Mbalenhle Matandela, MSc in Education painting as a central stimulus across the curriculum: An exploratory study (Comparative and International Education) of teachers’ participation in Take One Picture, a scheme run by the National Michael Mkwanazi, DPhil in Education Gallery, London, for primary schools OXFORD-TRYGFONDEN GRADUATE Supervisors | Ann Childs and Velda Elliott SCHOLARSHIP Gillian Houston A study of the PhD examination: process, judgements Anna Jensen, MSc in Education (RDM) and outcomes Peter Helps (Ghana and Trinidad), Supervisors | Ingrid Lunt and Velda Elliott Worcester College Alice Amegah, MSc in Education Laura Larke Does not compute: social dissonance in England’s computing (Comparative and International Education) education policy Supervisors | Rebecca Eynon and Niall Winters KINDOX BURSARY Fiona Jelley, DPhil in Education Sha Li The effects of phonics instruction on L2 phonological decoding and Aneyn O’Grady, DPhil in Education vocabulary learning: An experimental trial on Chinese University EFL learners SWIRE CHARITABLE TRUST Supervisors | Robert Woore and Catherine Walter (ST ANTONY’S COLLEGE) Xi Lian Assessment of Primary Chinese EFL Learners’ Oral and Aural Language Yuanyue Hao, DPhil in Education Skills and their Relations to the National English Curriculum Standards Targets CHINA SCHOLARSHIP COUNCIL Supervisors | Victoria Murphy and Maria Evangelou Wonyong Park, DPhil in Education Haoran Liu A Comparative Study of Teachers’ Professional Identities in CHEVENING SCHOLARSHIP State and Private Primary Schools in China Robin Schafer, MSc in Education Supervisors | Ian Menter and Pamela Sammons (Comparative and International Education) 40 Teaching and Learning

Thomas Martin Getting ‘the feel’: Craft learning as perceptual transformation Supervisors | Susan James Relly and Alis Oancea STUDENT Jaimie Miller-Friedmann Repositioning the Gender Gap in UK Biology and Physics: Behind the Numbers ACHIEVEMENTS Supervisors | Judith Hillier and Ann Childs

Kasper Munk External Dimensions of In-the-Moment Teacher Decision-Making Supervisors | Ian Thompson and Harry Daniels

Yee Ping ‘Diana’ Ng The Construction and Validation of the Primary Scientific Reasoning Test Supervisors | Jo-Anne Baird and Joshua McGrane

Anna Niedbala The missing factor in research on ‘bilingual advantages’: emotional influences on cognitive control Supervisors | Victoria Murphy and Gaia Scerif

Kinga Petrovai A Study Investigating Teachers’ Use Of, and Views On, Tablets in the Teaching of Mathematics Supervisors | Niall Winters and Gabriel Stylianides

Marc Sarazin Schooling for social transformation? A mixed methods social network case study of a school and its collective music education programme Supervisor | Ian Menter

Hanako Shimamura Executive function, social-emotional skills, and academic competence in three preschool programmes: pathways to school readiness Supervisors | Maria Evangelou and Lars-Erik Malmberg

Venetia Vildiridou Museum Educators’ Personal Theories of Teaching: A Multi-Case Study Supervisors | Maria Evangelou and Ann Childs

Julianna Viola Civic Identity in the Digital Age: An investigation into the civic experiences of American young people Supervisor | Rebecca Eynon Harry Copson (PGCE Geography) receiving the 2019 Oxford Review of Education prize for best assignment Chloe Walker The White-Collar Hustle: Academic Writing and the from Ingrid Lunt (journal Editor) Kenyan Digital Labour Economy Supervisors | David Mills and Isis Hjorth

Xin Xu Incentives for International Publications in the Humanities Romisa Asadi, Alice Belfield, Laura Harris, and Social Sciences: An Exploratory Study of Chinese Universities Sophia Middlehurst and Laura Shurden Supervisors | Alis Oancea and Heath Rose from the department’s PGCE received funding from the Helga Todd Teachers’ May Zantout Investigating Multilingual Adolescents’ Cognitive and Education Foundation to travel to three Codeswitching Performance: An Exploratory Application of Language schools in Northern India to teach for six Control Models weeks during the summer Supervisor | Victoria Murphy Harry Copson (PGCE Geography) was awarded the Oxford Review of Education prize for the highest mark for his Professional Meet our doctoral students: Development Programme assignment, www.education.ox.ac.uk/people/ ‘Hegemonic masculinity: an investigation into doctoral-students the perceptions and impacts of masculine gender expression in UK secondary schools’ Department of Education Annual Report 2018/19 4 1

Ashley Elkington (MSc in Learning and Teaching) received a highly commended for her paper ‘Incorporating faded worked- examples into the mathematics classroom: exploring gender and socioeconomic effects with two Grade 9 groups from South Africa’ in the 2019 BERA Dissertation Awards

Nuzha Nuseibeh and Alice Tawell (DPhil in Education) were selected to attend the 2018 International Perspectives in Education Policy (IPEP) Winter School at the University of Verona, Italy

Yusuf Oldac (DPhil in Education) was awarded a fieldwork grant from the British Association for International and Comparative Education (BAICE) for his project ‘A biographical study of self- formation in international student mobility: The perspectives of Turkish migrants and returnees’

Wonyong Park (DPhil in Education) was selected to attend the 2019 Sandra K. Abell Institute for doctoral researchers in Middle Tennessee State University, Murfreesboro, USA

At a meeting with the President of the Republic of Indonesia, Tracey Yani Harjatanaya (DPhil in Education) was given an opportunity to talk about the challenges faced by Indonesia’s multicultural society and the collaborative inter-disciplinary project she is currently developing with other innovators on promoting inter-religious harmony in and through education

Doctoral student Tracey Yani Harjatanaya with HE Joko Widodo, President of the Republic of Indonesia at the Presidential Palace in Jakarta 42 Teaching and Learning

ALUMNI Our alumni achieve phenomenal success after reading for their degrees. We are extremely proud of them and honoured to be able to highlight some of their achievements and current careers below.

ALUMNI SPOTLIGHT

Zainab Kabba (DPhil in Education, 2017)

“The modules I took in the department on qualitative methods, ethnography and data analysis served as strong foundation for not only my doctoral work but the positions I’ve had thereafter.”

Zainab is currently Associate Director of for first-year DPhil students and was part education, training and research based Programmes at the Skoll Centre for Social of the Social Science Division’s Training on a dialogue between faith traditions Entrepreneurship at the University’s Saïd Advisory Group. and ideas and circumstances of the Business School, where she oversees After completing her degree, modern world. the development of co-curricular Zainab moved to Cambridge where Zainab’s background is in educational programmes for MBA students and the she took on a position as Programmes technology, having previously studied centre’s research projects. Officer for Cambridge Muslim College, for a degree in Information Systems and Before starting her DPhil at the to develop a new portfolio of public Computing in Education. She has also department she was an Assistant education programmes with an aim to worked in the tech, pharmaceutical, Director of Global Education at Sesame widen the college’s reach and increase higher education and non-profit sectors Workshop in New York, where she revenue. She went on to become with a focus on quality assurance/control, managed relationships with governmental Executive Director where she oversaw curriculum development and educational and non-governmental stakeholders the provision of faith leadership through technology. and oversaw the development of educational content for television and radio programming, classroom resources and teacher training for the workshop’s international co-productions in the “While teaching ethnography workshops as well as Middle East and Sub-Saharan Africa. NVivo workshops, my engagement with researchers Whilst studying at the department Zainab co-developed with the then from various fields of practice deepened my Director of Graduate Studies the research understanding of how to apply these methods. I was programme for the Probation Research Students (PRS DPhil students), she led surprised to find that these skills also enabled me to seminars on ethnographic methods and better understand my colleagues, incorporate various co-convened the Qualitative Methods Hub – an interdisciplinary research hub perspectives in my own work and engender good specialising and facilitating discussion communication and collegiality when managing a team. in qualitative research methods. Zainab taught NVivo (a qualitative data This enabled me to grow personally and contribute to analysis computer software package) the enhancement of organisational structures in the workshops at the University’s IT Services department for DPhil students, staff and charity and higher education sectors.” early career researchers. She also led seminars at the Social Sciences Division Department of Education Annual Report 2018/19 4 3

ALUMNI CAREERS

DPhil in Education Jiangshan An (DPhil in Education, 2019) Current role: Assistant Professor, Purdue University Fort Wayne, Indiana

Vera Busse (DPhil in Education, 2011) Current role: Professor for multilingualism and education, University of Münster, Germany

Lydia Chan (DPhil in Education, 2009) Current role: Chief Operating Officer & Assistant School Supervisor, Yew Chung Education Foundation (YCEF), Hong Kong

Susila Davis-Singaravelu (DPhil in Education, 2018) Current role: Researcher and Evaluation Coordinator, Undergraduate Admissions and Outreach, University of Oxford

Abdurrahman Hendek (DPhil in Education, 2017) Current role: Lecturer in religious education, Sakarya University, Turkey

Boby Ho-Hong Ching (DPhil in Education, 2016) Current role: Assistant Professor of Educational Psychology, University of Macau, China

Professor David Lubans (DPhil in Education, 2003) Current role: Professor of Education, National Health and Medical Research Council (NHMRC) Senior Research Fellow, School of Education, University of Newcastle, Australia

Margot MacKinnon (DPhil in Education, 2015) Current role: Owner and director of Spark the Spirit Productions: author and public speaker, Alberta, Canada

Daniel Moulin-Stożek (né Moulin) (DPhil in Education, 2013) Lecturer in Education, University of Cambridge

Lorena Ortega (DPhil in Education, 2016) Current role: Assistant Professor, University of Chile

Steven Puttick Zainab Kabba (DPhil in Education, 2017) (DPhil in Education, 2015) Current role: Associate Professor of Teacher Education (Geography), University of Oxford 44 Teaching and Learning

ALUMNI CAREERS (CONTINUED)

Rachel Taylor (DPhil in Education, 2018) Roné McFarlane (MSc in Education – Facilitator, Medical Sciences Division, Current role: Research Fellow, Office for Comparative and International Education, University of Oxford Qualifications (Ofqual) 2015) Current role: Co-Head of Research, Equal MSc in Teacher Education Xin Xu (DPhil in Education, 2019) Education, South Africa Stuart Farmer (MSc in Teacher Current role: ESRC Postdoctoral Research Education, 2018) Fellow, University of Oxford Sabina Morley (MSc in Education – Comparative and International Education, Current role: Manager, Institute of Physics MSc in Education – Child 2017) Education Manager, Scotland; PhD in Education, University of Edinburgh Development and Education Current role: Education Adviser, Department for International Lily Fritz (MSc in Education – Child Development, Malawi MSc in Learning and Teaching Development and Education, 2017) Kate Muffei (MSc in Education – Shaqib Juneja (MSc in Learning and Current role: Studentship at the Harvard Comparative and International Education, Teaching, 2017) Graduate School of Education, USA 2015) Current role: Education Safeguarding Tara Paxman (MSc in Education – Child Current role: HR Business Manager, Officer, Bradford Council Development and Education, 2016) BlackRock, New York Oscar Urmeneta (MSc in Learning and Current role: Researcher, Centre for Pola Orlowska (MSc in Education – Teaching, 2018) Assessment at the National Foundation for Comparative and International Education, Current role: Academic Excellence Educational Research [NFER], Slough 2017) Coordinator, Catholic Education Que Zheng (MSc in Education – Child Current role: Senior Analyst (Education Foundation (Fundacion Educacion Development and Education, 2016) Policy), Deloitte Access Economics, Catolica), Spain Current role: PhD student and attached Australia to the Curriculum and Learning Lab, MSc in Teaching English Dennell Reynolds (MSc in Education – Psychology Department, University of Language in University Comparative and International Education, Hong Kong Settings 2016) Tom Ue (MSc in Teaching English MSc in Education – Comparative and Current role: External Affairs Coordinator, Language in University Settings, 2015) International Education Close Up Foundation, USA Current role: Assistant Professor, Alex Afsahi (MSc in Education – Ioanna Siakalli (MSc in Education – Department of English, Dalhousie Comparative and International Education, Comparative and International Education, University, Halifax, Canada; Honorary 2014) 2015) Research Associate, UCL, London Current role: Teacher, American School, Current role: Consultant, UNESCO Institute London for Statistics, Canada Postgraduate Certificate Alison Burke (MSc in Education – Rachel Siegman (MSc in Education – in Education Comparative and International Education, Comparative and International Education, Will Bailey-Watson (PGCE, 2010) 2018) 2017) Current role: Lecturer in History Education Current role: Consultant, Directorate for Current role: Internship Coordinator; Social and Subject Lead of the History PGCE, Education and Skills, Organisation for Studies and English teacher; Model United University of Reading Economic Co-operation and Development Nations Advisor, Design Tech High School, Andrew Binnington (PGCE, 2014) (OECD), Paris Redwood Shores, California Current role: Associate Senior Leader, Sarah Grundy (MSc in Education – MSc in Education – Research Faculty Leader for Science, St Birinus Comparative and International Education, School, Oxfordshire 2018) Design and Methodology Emmanuel Botwe (PGCE, 2005) Current role: HR Analyst, SoftBank Lucy Parr (MSc in Education – Research Current role: Headteacher, Tytherington Investment Advisers Design and Methodology, 2018) School, Macclesfield David Jeffery (MSc in Education – Professional Doctorate (DedPsych) Tim Martin (PGCE, 1999) Comparative and International Education, professional training in Educational, Current role: Headteacher, Wheatley Park 2015) Child and Community Psychology, School, Oxfordshire Current role: Consultant, Oxford Policy University of Exeter Management Lesley Nelson-Addy (PGCE, 2014) MSc in Education – Higher Current role: DPhil student, Department Natalia Kolnik (MSc in Education – Education of Education, University of Oxford Comparative and International Education, Amira Burshan (MSc in Education – 2013) Stella Vassiliou (PGCE, 2000) Higher Education, 2017) Current role: Director of Education, Current role: Professional Tutor, Didcot Current role: Industry Engagement Montana Science Centre, USA Girls’ School, Oxfordshire Department of Education Annual Report 2018/19 4 5

STAFF

The department is committed to fostering an inclusive culture which STAFF TOTALS promotes equality values diversity, and maintains a working, learning and social environment in which the rights and dignity of all its staff and students are respected. We adopt inclusive practices in recruitment of staff and students, through career progression and advancement for staff and students and across the curricula of our courses. A great strength 155 44 17 Staff Academic Professors of the department is the inclusion of staff and students from diverse Staff lingua-cultural backgrounds, which helps to capture the global and local Members challenges of education in the 21st century. The department works within the guidelines of Advance HE’s Equality Challenge Unit, which seeks to further and support equality and diversity for staff and students in higher education institutions. Within this unit, the Athena Swan 4 9 14 Charter recognises the advancement of gender equality in terms of Departmental Senior Research Associate representation, progression and success for all. Lecturers Lecturers Professors NEW APPOINTMENTS ACADEMIC RESEARCH

Neil Harrison Senior Researcher in Education and Children’s Social Care and Deputy Director, Rees Centre for Research Katherine Collins Caroline Korell Leverhulme Early Career Research Assistant Simon Research Fellow Nuffield Early Language Intervention Marginson Professor of Higher Education and Director, Centre for Global Higher Education

Liam Guilfoyle Priya Tah Diane Mayer Research Officer Research Assistant Professor of Argumentation in Religion and Science Rees Centre Education

Julie Selwyn Professor of Education and Adoption Alex Hodgkiss Xin Xu Research Officer Research Officer Learning for families through technology Brexit and Higher Education 46 Staff

HONORARY FELLOWS PROFESSIONAL Honorary fellows provide a significant Professor Rebecca Allen PROGRAMME TUTORS level of contribution to the department Honorary Research Fellow in the forms of mentorship, teaching, supervision, collaborative research Professor Stephen Billett Lesley and/or professional practice, grant Honorary Research Fellow Nelson-Addy application, ambassadorship, Professor Richard Canter PGCE & examination, assessment and Honorary Research Fellow Professional development of the academic Programmes programmes. This year, the following Dr Jessica Ogilvy-Stuart Tutor in English new fellowships were granted: Honorary Norham Fellow Education

VISITING PRACTITIONERS ADMINISTRATIVE AND PROFESSIONAL VISITING PROFESSORS Visiting Professors are considered to be outstanding in their field of work and are nominated by the department. The department’s Visiting Professor is: Professor Jenny Gore University of Newcastle, Australia Martyna Matejska HR Administrator VISITING ACADEMICS Visiting academics add to the life and work of the department by sharing their knowledge and specific skills in areas of expertise with staff and students. This year’s visitors are: Catherine Messenger Professor Maria Amilburu Dr Emmanuel Ojo University of Witwatersrand, Professional Universidad Nacional de Educación Programmes a Distancia, Spain South Africa Administrative Dr Rebecca Collie Dr Angeles Parrilla Assistant University ofNew South Wales, Australia University of Vigo, Spain Professor Anil Kanjee Professor Nirmala Rao Tshwane University of Technology, University of Hong Kong South Africa Associate Professor Dr Elina Ketonen Ann Karin Sandal Juan Motsi University of Helsinki, Finland Western Norway University of Applied Sciences, Norway IT Associate Professor Nicole Mockler Apprentice University of Sydney, Australia Dr Jen-Yi Wu Support National Taiwan Normal Professor Yasuo Nakatani Officer University, Taiwan Hosei University, Japan

Trevor Treharne Communica- tions and Digital Engagement Officer, Centre for Global For more information about our staff Higher Education and their positions see: www.education.ox.ac.uk/people Department of Education Annual Report 2018/19 4 7 48 Teaching and Learning

www.education.ox.ac.uk | @OxfordDeptofEd