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.
Deanery Digests
Claim This Podcastby Oxford University
5.0(1 reviews)
19 episodes
Updated Bi-weekly
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20
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Podcast Overview
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.
Language
🇺🇲
Publishing Since
5/30/2024
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Recent Episodes
March 10, 2026
The role of songs in languages learning
Teachers love using songs with foreign language learners. But do songs help with learning a new language? We explore the evidence. Singing songs with young learners is a classroom technique beloved by many teachers, especially languages teachers. Many teachers say that songs offer something special to the job of learning a new language, and that singing songs can improve foreign language learning outcomes. In this podcast Dr Cate Hamilton talks about her research exploring these assumptions. She describes her journey through the literature, which revealed poor theorising and a lack of well conducted studies that would help us to interpret claims about the educational effects of singing songs. Then, she tells us about her own primary research, which she hopes will add more robust evidence to the to the body of literature to help teachers make informed choices about their practice. Cate conducted her research while a Master’s and Doctoral researcher at Oxford, and has just been awarded the prestigious Doctoral Thesis Award 2025 by the British Educational Research Association (BERA) for her thesis “Investigating the effects of whole-class singing activities on linguistic outcomes of young foreign language learners in English primary schools.” Read Cate’s Deanery Digests about her research here https://www.education.ox.ac.uk/oxford-education-deanery/deanery-digests/?keywords=Hamilton&digest_phase=&digest_subject=&digest_theme= Read Cate’s journal papers for more detailed information about her research: Hamilton, C., Schulz, J., Chalmers, H., & Murphy, V.A. (2024). Investigating the substantive linguistic effects of using songs for teaching second or foreign languages to preschool, primary and secondary school learners: a systematic review of intervention research. System, 124(103350). https://doi.org/10.1016/j.system.2024.103350 Hamilton, C. & Murphy, V.A. (2023) Folk pedagogy? Investigating how and why UK early years and primary teachers use songs with young learners, Education 3-13. DOI: 10.1080/03004279.2023.2168132 Learn more about the Oxford Education Deanery: https://www.education.ox.ac.uk/about-us/oxford-education-deanery/ Join our mailing list: https://education.us21.list-manage.com/subscribe?u=2b84fd25801a8e6f131fdf744&id=1a0dba83bc
March 4, 2026
Playful Pedagogies: Critical thinking, Creativity, Constructing Meaning
Exploring how play-based pedagogies can deepen thinking, spark creativity, and help children construct meaning. In this special extended edition of the Oxford Education Deanery podcast, Professor Kathy Hirsh-Pasek joins Dr Faidra Faitaki and Jasen Booton to explore how playful pedagogies can transform education. Beginning with a light-hearted exchange about climbing trees and jumping in puddles, the conversation unfolds into a compelling discussion of “active, playful learning” (or guided play) — a research-informed approach grounded in how brains learn best: actively, meaningfully, socially, iteratively, and with joy. Challenging the divide between play and more traditional approaches, the speakers reflect on classroom practice, bilingualism, inclusion, creativity, and the urgent need to rethink schooling in an age of rapid technological change. Moving beyond the classroom to playful public spaces and global initiatives, the episode offers a hopeful vision of education that nurtures curiosity, critical thinking, and confident, connected citizens for the future. Find out more about the Playful Pedagogies event, and book your ticket at https://www.education.ox.ac.uk/oxford-education-deanery/event/playful-pedagogies-critical-thinking-creativity-constructing-meaning/ Learn more about the Oxford Education Deanery: https://www.education.ox.ac.uk/about-us/oxford-education-deanery/ Join our mailing list: https://education.us21.list-manage.com/subscribe?u=2b84fd25801a8e6f131fdf744&id=1a0dba83bc
January 15, 2026
Bullying or Counter Connecting – Two inclusive definitions for schools
In conversation with Dr Julia Badger and assistant headteacher Simon Fox about new research that explores definitions of bullying and coins a new, complimentary, term: counter connecting. About 40% of children and young people are exposed to bullying, but this rate has been reported to be as high as 69% for children with special educational needs and disabilities (SEND). Sadly, bullying involvement (either as a perpetrator and/or as a victim) can lead to detrimental effects on mental health in the short- and/or long-term and can be heightened for children with SEND who often experience bullying involvement more intensely or who cannot fully comprehend the situation or emotion. Although reducing bullying in schools has been a public health priority for years, there is still no standardised or universally accepted definition of bullying and the definitions used, are often not inclusive of the experiences of children with SEND. Our conversation explores research that aimed to develop a usable definition of bullying for researchers and school staff that can be applied not only to mainstream school and typically developing children but also to those with SEND, neurodivergence or attending special schools. The episode is accompanied by a Deanery Digest, which can be downloaded from the Oxford Education Deanery website: https://www.education.ox.ac.uk/oxford-education-deanery/digest/bullying-or-counter-connecting/ Learn more about the Oxford Education Deanery: https://www.education.ox.ac.uk/about-us/oxford-education-deanery/ Join our mailing list: https://education.us21.list-manage.com/subscribe?u=2b84fd25801a8e6f131fdf744&id=1a0dba83bc
19 total episodes available
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This podcast updates bi-weekly.
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