Deanery Digests

Oxford University
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Deanery Digests

The University of Oxford Education Deanery’s mission is to empower educators worldwide to understand, use, and co-produce high-quality research evidence in education. In this podcast series, we explore the latest research from the Department of Education at the University of Oxford and discuss the real-world implications for teachers, parents and policy makers. Each podcast is accompanied by a Deanery Digest, a short, plain language summary of the research, which can be downloaded from our website.

الحلقات

  1. ٠٤‏/٠٤‏/١٤٤٦ هـ

    A model to understand assessment practice in medicine

    Dr Nici Simms discusses her research on the assessment behaviours of clinician educators charged with assessing in undergraduate medical programmes. Assessment in medicine and the health professions includes theoretical and clinical (practical) assessments to determine student competency – their knowledge, skills and attitudes. Assessment is therefore of critical importance, because graduates are certified as ‘safe’ for public patient care. In this episode, Dr Nici Simms discusses a study exploring the assessment behaviours of clinician-educators, using a theoretical model called ‘Health Behaviour Theory.’ Nici explains some of the multitude of factors that influenced clinician educators’ assessment behaviours across three diverse contexts in the global South. The Deanery Digest (a plain language summary) of this research can be viewed and downloaded here: https://www.education.ox.ac.uk/deanery-digest/a-model-to-understand-assessment-practice-in-medicine/ Nici’s Socials: Twitter @DanicaAnneSims @OxfordMMEd, LinkedIn Danica (Nici) Simms Learn more about the Oxford Education Deanery: https://www.education.ox.ac.uk/about-us/oxford-education-deanery/ Join our mailing list: https://forms.office.com/pages/responsepage.aspx?id=G96VzPWXk0-0uv5ouFLPkdxpy7LmNcFLujTOHXPmFwlUOUtYSFBOMklHRUhJMzhPRU9GRTJGRDFWQyQlQCN0PWcu&route=shorturl

    ١٠ من الدقائق

  2. ٠٤‏/٠٤‏/١٤٤٦ هـ

    A model to understand assessment practice in medicine (Transcript)

    Dr Nici Simms discusses her research on the assessment behaviours of clinician educators charged with assessing in undergraduate medical programmes. Assessment in medicine and the health professions includes theoretical and clinical (practical) assessments to determine student competency – their knowledge, skills and attitudes. Assessment is therefore of critical importance, because graduates are certified as ‘safe’ for public patient care. In this episode, Dr Nici Simms discusses a study exploring the assessment behaviours of clinician-educators, using a theoretical model called ‘Health Behaviour Theory.’ Nici explains some of the multitude of factors that influenced clinician educators’ assessment behaviours across three diverse contexts in the global South. The Deanery Digest (a plain language summary) of this research can be viewed and downloaded here: https://www.education.ox.ac.uk/deanery-digest/a-model-to-understand-assessment-practice-in-medicine/ Nici’s Socials: Twitter @DanicaAnneSims @OxfordMMEd, LinkedIn Danica (Nici) Simms Learn more about the Oxford Education Deanery: https://www.education.ox.ac.uk/about-us/oxford-education-deanery/ Join our mailing list: https://forms.office.com/pages/responsepage.aspx?id=G96VzPWXk0-0uv5ouFLPkdxpy7LmNcFLujTOHXPmFwlUOUtYSFBOMklHRUhJMzhPRU9GRTJGRDFWQyQlQCN0PWcu&route=shorturl

  3. ٢٠‏/٠٣‏/١٤٤٦ هـ

    Developing Oral Language through a Drama-based Intervention

    Dr Faidra Faitaki discusses her research on using a drama-based intervention to help develop oral language proficiency among primary school learners. Oral language refers to the linguistic skills needed to understand and produce spoken discourse. Children’s oral language and communication skills at the earliest stages of education are good predictors of their later success at school. In this episode, Dr Faidra Faitaki discusses a pilot study she conducted explore the possibilities offered by drama-based activities in helping to support development oral language proficiency among primary school children. In addition to describing the study and discussing what she found, Faidra offers help to teachers who might not be natural performers, but who nonetheless want to explore the use of drama with young learners. This includes a free booklet of activities to try out in classrooms, developed out of this research. The Deanery Digest (a plain language summary) of this research can be viewed and downloaded here: https://www.education.ox.ac.uk/deanery-digest/developing-oral-language-through-a-drama-based-intervention/ Faidra’s Socials: Twitter @FaidraFait, BlueSky @faidra.bsky.social Teacher resource pack of drama activities: https://www.education.ox.ac.uk/wp-content/uploads/2023/11/FFSL_Drama_Activities-Booklet.pdf Learn more about the Oxford Education Deanery: https://www.education.ox.ac.uk/about-us/oxford-education-deanery/ Join our mailing list: https://forms.office.com/pages/responsepage.aspx?id=G96VzPWXk0-0uv5ouFLPkdxpy7LmNcFLujTOHXPmFwlUOUtYSFBOMklHRUhJMzhPRU9GRTJGRDFWQyQlQCN0PWcu&route=shorturl

    ١٩ من الدقائق

  4. ٢٠‏/٠٣‏/١٤٤٦ هـ

    Developing Oral Language through a Drama-based Intervention (Transcript)

    Dr Faidra Faitaki discusses her research on using a drama-based intervention to help develop oral language proficiency among primary school learners. Oral language refers to the linguistic skills needed to understand and produce spoken discourse. Children’s oral language and communication skills at the earliest stages of education are good predictors of their later success at school. In this episode, Dr Faidra Faitaki discusses a pilot study she conducted explore the possibilities offered by drama-based activities in helping to support development oral language proficiency among primary school children. In addition to describing the study and discussing what she found, Faidra offers help to teachers who might not be natural performers, but who nonetheless want to explore the use of drama with young learners. This includes a free booklet of activities to try out in classrooms, developed out of this research. The Deanery Digest (a plain language summary) of this research can be viewed and downloaded here: https://www.education.ox.ac.uk/deanery-digest/developing-oral-language-through-a-drama-based-intervention/ Faidra’s Socials: Twitter @FaidraFait, BlueSky @faidra.bsky.social Teacher resource pack of drama activities: https://www.education.ox.ac.uk/wp-content/uploads/2023/11/FFSL_Drama_Activities-Booklet.pdf Learn more about the Oxford Education Deanery: https://www.education.ox.ac.uk/about-us/oxford-education-deanery/ Join our mailing list: https://forms.office.com/pages/responsepage.aspx?id=G96VzPWXk0-0uv5ouFLPkdxpy7LmNcFLujTOHXPmFwlUOUtYSFBOMklHRUhJMzhPRU9GRTJGRDFWQyQlQCN0PWcu&route=shorturl

  5. ١٨‏/٠١‏/١٤٤٦ هـ

    Demystifying the A-level grading process

    Associate Professor of Educational Assessment, Michelle Meadows and local teacher, Jonny Tridgell discuss the A-level grading process and how grade boundaries are set for these important national exams. This podcast is released on the eve of A-level results day. We thought it would be an ideal moment to reflect on the grading process. Michelle Meadows, Associate Professor of Education Assessment, and Jonny Tridgell, a local teacher with wide experience of exam marking and supporting young people as they receive their A-level results, chat with Deanery co-director Hamish Chalmers. How are grade boundaries set? Who takes the final decision about grades? How comparable are grade boundaries from different exam boards? How is fairness achieved for young people with special educational needs and other access challenges? And, inevitably, what role might AI play in the process in the future? Michelle, Jonny and Hamish delve into these and many more questions about these important national exams to demystify the process for students, parents and teachers. Resources related to Michelle’s research with Qualifications Wales (applicable UK-wide): https://www.education.ox.ac.uk/research/research-on-standards-in-gcses-in-wales/ Five-minute video about why grade boundaries change: https://vimeo.com/933257777/f846b0bce5 Teacher resource packs on assessment in education: https://www.education.ox.ac.uk/about-us/oxford-education-deanery/knowledge-hub/ Ofqual analytics website (a selection of interactive visualisations to allow users to explore examinations data): https://analytics.ofqual.gov.uk Learn more about the Oxford Education Deanery here: https://www.education.ox.ac.uk/about-us/oxford-education-deanery/ Creative Commons Attribution-Non-Commercial-Share Alike 2.0 UK: England & Wales; http://creativecommons.org/licenses/by-nc-sa/2.0/uk/

    ٤٧ من الدقائق

  6. ١٨‏/٠١‏/١٤٤٦ هـ

    Demystifying the A-level grading process (Transcript)

    Associate Professor of Educational Assessment, Michelle Meadows and local teacher, Jonny Tridgell discuss the A-level grading process and how grade boundaries are set for these important national exams. This podcast is released on the eve of A-level results day. We thought it would be an ideal moment to reflect on the grading process. Michelle Meadows, Associate Professor of Education Assessment, and Jonny Tridgell, a local teacher with wide experience of exam marking and supporting young people as they receive their A-level results, chat with Deanery co-director Hamish Chalmers. How are grade boundaries set? Who takes the final decision about grades? How comparable are grade boundaries from different exam boards? How is fairness achieved for young people with special educational needs and other access challenges? And, inevitably, what role might AI play in the process in the future? Michelle, Jonny and Hamish delve into these and many more questions about these important national exams to demystify the process for students, parents and teachers. Resources related to Michelle’s research with Qualifications Wales (applicable UK-wide): https://www.education.ox.ac.uk/research/research-on-standards-in-gcses-in-wales/ Five-minute video about why grade boundaries change: https://vimeo.com/933257777/f846b0bce5 Teacher resource packs on assessment in education: https://www.education.ox.ac.uk/about-us/oxford-education-deanery/knowledge-hub/ Ofqual analytics website (a selection of interactive visualisations to allow users to explore examinations data): https://analytics.ofqual.gov.uk Learn more about the Oxford Education Deanery here: https://www.education.ox.ac.uk/about-us/oxford-education-deanery/ Creative Commons Attribution-Non-Commercial-Share Alike 2.0 UK: England & Wales; http://creativecommons.org/licenses/by-nc-sa/2.0/uk/

  7. ٢٢‏/١١‏/١٤٤٥ هـ

    Setting research priorities for English as an Additional Language.

    Hamish Chalmers discusses his study asking teachers what kinds of research they think should be prioritised to help inform policy and practice in teaching pupils for whom English is an additional language (EAL). People who do research are not usually the people who use research. Therefore, if research is to be meaningful, relevant and useful to research users (in this case, teachers and other educators), it is important that those people are given a voice in telling researchers what questions they should try to answer. In conversation with Laura Molway, Hamish Chalmers from the University of Oxford’s Department of Education describes a research project in which he worked with teachers and other educators to develop a Top 10 list of research priorities for supporting the education of children who are learning English as an additional language (EAL). He discusses the process and summarises the results, and explores implications for future research that fosters collaboration between teachers and researchers to ensure that new research is meaningful, relevant and useful. The Deanery Digest (a plain language summary of this research) can be viewed here: https://www.education.ox.ac.uk/deanery-digest/setting-research-priorities-for-english-as-an-additional-language-what-do-research-users-want-from-eal-research/. The full published journal article can be viewed here: https://doi.org/10.1075/ltyl.00043.set. The project website can be viewed here: https://ealpsp.wordpress.com. Learn more about the Oxford Education Deanery here: https://www.education.ox.ac.uk/about-us/oxford-education-deanery/.

    ١٨ من الدقائق

  8. ٢٢‏/١١‏/١٤٤٥ هـ

    What can we learn from asking students directly about their experiences of French lessons?

    Laura Molway discusses her research on students’ attitudes and experiences of learning French in secondary schools. She explores the value of teachers seeking direct feedback from their students and how this can help develop policy and practice. To develop their practice, languages teachers need detailed feedback about the quality of their classroom teaching. Students have extensive, first-hand experience of their languages lessons and they can offer direct feedback to their teachers that is cheap and easy to collect. In conversation with Hamish Chalmers, Laura Molway from the University of Oxford’s Department of Education describes how she developed, tested and implemented a student survey tool, which languages teachers can use to help evaluate their own teaching. She describes the results of using the survey with 1,370 Year 8 pupils learning French in the South of England, and an accompanying survey of their teachers. She describes the implications of her research for teachers and modern language departments for reflecting on their policies and practice. The Deanery Digest (a plain language summary of this research) can be viewed here: https://www.education.ox.ac.uk/deanery-digest/what-can-we-learn-from-asking-students-directly-about-their-experiences-of-french-lessons/. The full published journal article can be viewed here: https://doi.org/10.1016/j.system.2020.102440. The tool can be downloaded from the IRIS database here: https://www.iris-database.org/details/hiUZN-cD4y3. Learn more about the Oxford Education Deanery here: https://www.education.ox.ac.uk/about-us/oxford-education-deanery/.

    ١٤ من الدقائق
  • ٨ حلقة

حول

The University of Oxford Education Deanery’s mission is to empower educators worldwide to understand, use, and co-produce high-quality research evidence in education. In this podcast series, we explore the latest research from the Department of Education at the University of Oxford and discuss the real-world implications for teachers, parents and policy makers. Each podcast is accompanied by a Deanery Digest, a short, plain language summary of the research, which can be downloaded from our website.

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