Social scientists at Oxford are seeking answers to some of the world’s most important challenges. How can we tackle climate change? What needs to happen to resolve poverty? How should we respond to the economic crises? How should we fight for our human rights? Here we bring you the latest of our major discoveries in the social sciences at Oxford.
12 May 2017
The Teaching Awards are an opportunity for the Oxford University Students Union (OUSU) to celebrate tutors, lecturers, supervisors and support staff who go above and beyond their normal duties to deliver exceptionally excellent support to our students and are an important part of OUSU’s work on the academic experience at Oxford.
24 March 2017
Oxford researchers are taking part in an international study to film the teaching of quadratic equations for secondary school pupils. The hope is that lessons will be learned on how to bring out the best in pupils learning about mathematics.
16 February 2017
The article 'Why global education rankings don't reveal the whole picture' has been published on The Conversation. It was written by Daniel Caro and Jenny Lenkeit, Research Fellows at the Oxford University Centre for Educational Assessment (OUCEA).
Oxford welcomes prominent philanthropist to discuss the Yidan Prize for Education Research and Education Development
15 December 2016
This month Oxford welcomed Mr Charles Chen Yidan, founder of the Yidan Prize Foundation. The visit was part of the Foundation’s world tour to promote the new Yidan Prize in Education Research and Education Development.
4 December 2016
Opportunities to narrow the achievement gap between looked after children (children in care) and their peers are being missed because too many of them do not receive good quality early education places, says research funded by the Nuffield Foundation.
25 August 2016
The article What it's really like to mark a GCSE or A-level exam has been published on The Conversation. It was written by Velda Elliott, Associate Professor of English and Literacy Education at the University of Oxford.
5 August 2016
Professor Jo-Anne Baird, Director of Oxford’s Department of Education, has been appointed Standing Specialist Adviser on Education to the Select Committee on Education.
7 July 2016
New research finds that foster carers who have faced unproven allegations of abuse from the children they are looking after often have little support afterwards.
6 June 2016
Research by the University of Oxford’s Education Department finds that more girls than boys think it is important to go to university by the age of 13, and this aspiration gap persists when the pupils reach 15 or 16.
3 May 2016
Many teachers complain about their marking workload, but new research finds there is little evidence to show whether many of the approaches currently adopted are a good use of teachers' time.
8 March 2016
Edward Melhuish, Professor of Human Development in the Department of Education, comments on the influence that parents have over their child’s language and emotional development.
18 December 2015
An Oxford University study says children’s centres across England have successfully reached out to support vulnerable families in disadvantaged communities, especially in supporting parenting skills and confidence.
11 December 2015
Children of all backgrounds who receive a preschool education were almost twice as likely to go on to sixth form and sit AS levels, according to new Oxford University research.
30 November 2015
A new research study launched today identifies the key factors that influence how well children in care do in schools in England and finds children who are fostered make better educational progress than children in need (those living with their families while receiving social work support).
26 November 2015
Daniel Caro and Jenny Lenkeit, Research Fellows at the Oxford University Centre for Educational Assessment, comment in The Conversation on rankings of countries based on how well their students perform in the Programme for International Student Assessment (PISA).
16 November 2015
White working class boys from poor neighbourhoods face a 'double disadvantage' of low family income and place poverty linked to their wider community. This significantly reduces their likelihood of academic study after GCSE, according to new research by Oxford University published by the Sutton Trust.
6 November 2015
New research conducted by Oxford University says arts-based interventions, designed for young people who are disaffected with school, can be very effective.