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Linet Arthur leads the MA course on leadership and management, teaches relevant modules, supervises MA and doctoral students and co-leads the EdD.
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James Bird is Senior Lecturer in Education at Oxford Brookes and a School Improvement Officer in a multi-academy trust in Oxfordshire. He joined the department in September 2010 and was Primary PGCE Leader from 2012 - 15. His professional challenge is to combine both roles to develop practice based reflective approaches to teacher training and development.
Mary Briggs joined the University in October 2013. She has taught in a range of special and mainstream schools as well as working with children in care. She has previously worked at the Open University and University of Warwick as a teacher and researcher on educational programmes from undergraduate to doctoral level. She has acted as a consultant for a number of organisations about the learning and teaching of mathematics including TDA, NPS and the BBC. Mary has written a large number of books focusing on different aspects of education including the teaching of mathematics, assessment, use of IT in primary schools and leadership in the early years.
Dr Liz Browne is a Professor of Education working in the Centre for Educational Consultancy and Development (CECD)> As an educationalist she has held senior posts in a number of secondary schools and in the Further Education sector. Whilst working at Oxford Brookes University she has managed the quality assurance of a national quality improvement programme for the Further Education sector, working on behalf of the DfE. She was successful in bidding for funding to create a Centre for Excellence in Teacher Training and managed the Centre between 2008 and 2014.
Liz is an active researcher having articles published in prestigious journals on issues such as data management, the early years standards, ICT and student voice. Her work is now focused on international partnership, delivering training in China and to visiting academics from China, Saudi Arabia and Russia.
Clare Fenwick joined Oxford Brookes School of Education as Senior Lecturer in Education: Primary Computing in 2014 from Plymouth University. She has a background in post 16 education and educational management with a particular interest in supporting teachers to use technology effectively to support learning. This interest led her to work for the Open University on a government funded project to work with schools to support the effective use technology.
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Mat’s main focus has always been on the teaching of reading and its relation to the three other language processes (speaking, listening and writing). Understanding that the skills needed to do well in English is predicated on a pedagogical approach that celebrates this is key to success in teaching English. This is why much of the CPD training has revolved around teaching and planning of a talked-based curriculum which has high quality texts at its heart. Over the years he has been asked to deliver keynotes on the reading process, exploring what a high quality text is, how to engage reluctant readers, planning around a text and reading for pleasure. Mat has also delivered Insets and Workshops on comprehension, picture-books in Key Stage 2 and the reading-into-writing process. He believes that a dialogic classroom, in which children are encouraged to ask and answer their own questions, can help foster a confident and competent community. In relation to the teaching of English, this would help create a sense of trust between teacher and learners in which booktalk and the sharing and challenging of interpretations is central is guiding all involved towards a far more successful classroom for all.
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Jon Reid has a background in teaching in both Primary and Secondary Education, specialising in supporting pupils with additional requirements associated with complex educational needs, communication difficulties and challenging behaviours. His work within CECD includes improving the understanding of psychological perspectives, applied meta-cognition and neuroscience in teaching and learning, and also focuses on Special Educational Needs/ Disabilities and Inclusion in Education.
Helen Wilson is a primary science consultant and an Affiliate Lecturer at Oxford Brookes University, having previously been a Principal Lecturer in Science Education. She began her career as a secondary science teacher and then moved on into primary teaching. She went on to lead the primary teacher training programmes at Oxford Brookes University. She now focuses on her research, into the links between creative, challenging primary science lessons and pupils’ attitudes and attainment. She jointly led the recent successful efficacy trial, Thinking, Doing, Talking Science (2013-15), funded by the Education Endowment Foundation. This work is continuing and has been scaled up for the effectiveness trial (2016-18) which involves 200 schools and more than 10,000 Year 5 pupils participating in a randomised controlled trial.
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School of Education, Faculty of Humanities and Social Sciences, Harcourt Hill Campus, Oxford OX2 9AT