Ian Thompson

Ian Thompson

PsyJournalsID: 9826

Associate Professor of English Education St Hugh's College, University of Oxford; Vice-President of the International Society for Cultural-Historical Activity Research, Oxford, Great Britain, ian.thompson@education.ox.ac.uk

Last updated: 24.11.2023

Proceeding Articles 1

Other Author's Publications

Books

  1. Burn, K., Mutton, T., & Thompson, I. (2022). PRACTICAL THEORISING IN TEACHER EDUCATION: Holding Theory and Practice Together (pp. 1-251). https://doi.org/10.4324/9781003183945
  2. Thompson, I., & Ivinson, G. (2020). Poverty in Education Across the UK: A Comparative Analysis of Policy and Place (pp. 1-173).
  3. Thompson, I., & Ivinson, G. (2020). Introduction: the landscapes of poverty and education across the UK (pp. 1-10).
  4. Tatto, M., Burn, K., Menter, I., Mutton, T., & Thompson, I. (2017). Learning to Teach in England and the United States: The Evolution of Policy and Practice. Routledge. https://doi.org/10.4324/9781315678382
  5. Thompson, I. (2017). Tackling Social Disadvantage Through Teacher Education (I. Menter, Ed.; p. 84). Critical Publishing. https://ora.ox.ac.uk/objects/uuid:4ac760e8-7951-47a2-81c9-7081b0c17472
  6. Thompson, I. (2014). Designing Tasks in Secondary Education Enhancing Subject Understanding and Student Engagement.

Book chapters

  1. Thompson, I. (2023). Subject disciplines and the construction of teachers’ identities. In I. Menter (Ed.), The Palgrave Handbook of Teacher Education Research (pp. 851-866). Springer. https://doi.org/10.1007/978-3-031-16193-3_78
  2. Mulholland, M., Thompson, I., & Todd, J. (2022). Theorising practices of inclusive pedagogy: a challenge for initial teacher education. In K. Burn, T. Mutton, & I. Thompson (Eds.), Practical Theorising in Teacher Education: Holding Theory and Practice Together (pp. 113-126). Routledge. https://doi.org/10.4324/9781003183945
  3. Burn, K., Mutton, T., & Thompson, I. (2022). THE ROLE OF PRACTICAL THEORISING IN TEACHER EDUCATION: Formulation, critique, defence and new challenges. In Practical Theorising in Teacher Education: Holding Theory and Practice Together (pp. 11-31). https://doi.org/10.4324/9781003183945-3
  4. Mutton, T., Burn, K., Thompson, I., & Childs, A. (2021). The complex policy landscape of initial teacher education in England: what’s the problem represented to be?. In D. Mayer (Ed.), Teacher education policy and research: Global perspectives (pp. 57-71). Springer. https://doi.org/10.1007/978-981-16-3775-9_5
  5. Mutton, T., Burn, K., Thompson, I., & Childs, A. (2021). The Complex Policy Landscape of Initial Teacher Education in England: What’s the Problem Represented to Be?. In Teacher Education Policy and Research: Global Perspectives (pp. 57-72). https://doi.org/10.1007/978-981-16-3775-9_5
  6. Thompson, I. (2020). Learning the pedagogy of potential: social inclusion and teacher education. In R. Papa (Ed.), Handbook on Promoting Social Justice in Education (pp. 1321-1340). Springer. https://doi.org/10.1007/978-3-030-14625-2_6
  7. Thompson, I. (2020). Poverty and education in England: a school system in crisis. In POVERTY IN EDUCATION ACROSS THE UK (pp. 115-139).
  8. Ivinson, G., & Thompson, I. (2020). Policy, education and poverty across the UK. In POVERTY IN EDUCATION ACROSS THE UK (pp. 11-36).
  9. Thompson, I. (2019). Commentary to Part 1: Perspectives on the challenge of globalization. In P. Hviid & M. Märtsin (Eds.), Culture in Education and Education in Culture (pp. 47-54). Springer. https://doi.org/10.1007/978-3-030-28412-1_4
  10. Thompson, I. (2019). Commentary to Part I: Perspectives on the Challenge of Globalization. In CULTURE IN EDUCATION AND EDUCATION IN CULTURE: TENSIONED DIALOGUES AND CREATIVE CONSTRUCTIONS (pp. 47-54). https://doi.org/10.1007/978-3-030-28412-1_4
  11. Brocklehurst, D., & Thompson, I. (2018). Double stimulation for reluctant readers: a literature circle intervention in a secondary English classroom. In G. Stylianides & A. Childs (Eds.), Classroom-based Interventions Across Subject Areas: Research to Understand What Works in Education (pp. 7-23). Routledge. https://doi.org/10.4324/9781315170077
  12. NELSON-ADDY, L., DINGWALL, N., ELLIOTT, V., & THOMPSON, I. (2018). Back to the Future: the restoration of canon and the backlash against multiculturalism in secondary English curricula. In The Future of English Teaching Worldwide Celebrating 50 Years from the Dartmouth Conference. Routledge.
  13. Thompson, I. (2018). Challenging beginning teachers’ misconceptions of the effects of poverty on educational attainment in an initial teacher education programme in England. In Resisting Educational Inequality: Reframing Policy and Practice in Schools Serving Vulnerable Communities (pp. 61-69). https://doi.org/10.4324/9781315109268-6
  14. Thompson, I. (2018). Challenging beginning teachers’ misconceptions of the effects of poverty on educational attainment in an initial teacher education programme in England. In S. Gannon, R. Hattam, & W. Sawyer (Eds.), Resisting Educational Inequality: Reframing policy and practice in schools serving vulnerable communities. Routledge. https://doi.org/10.4324/9781315109268
  15. Menter, I., & Thompson, I. (2017). Closing the Evidence Gap? The challenges of the research design of the Closing the Gap: Test and Learn project. In A. Childs & I. Menter (Eds.), Mobilising Teacher Researchers: Challenging Educational Inequality. Routledge. https://doi.org/10.4324/9781315160320
  16. Childs, A., Firth, R., & Thompson, I. (2017). Who, how and why? Motives and agendas for key stakeholders in closing the gap. In Mobilising Teacher Researchers: Challenging Educational Inequality (pp. 11-33). https://doi.org/10.4324/9781315160320
  17. Thompson, I. (2015). Communication, culture, and conceptual learning: task design in the English classroom. In I. Thompson (Ed.), Designing Tasks in Secondary Education: Enhancing subject understanding and student engagement (pp. 86-106). Routledge. https://ora.ox.ac.uk/objects/uuid:164308b8-9035-41b5-bf5a-34a69578b9ac
  18. Stylianides, G., & Watson, A. (2014). The interplay between mathematics and pedagogy: Designing tasks for mathematics teacher education. In I. Thompson (Ed.), Designing Tasks in Secondary Education Enhancing Subject Understanding and Student Engagement (pp. 47-69). Routledge.
  19. Childs, A., & McNicholl, J. (2014). Practical theorizing: designing tasks for science explanations. In I. Thompson (Ed.), Designing Tasks in Secondary Education Enhancing Subject Understanding and Student Engagement. Routledge.
  20. Mutton, T., & Woore, R. (2014). Designing tasks to promote learning in the foreign language classroom. In I. Thompson (Ed.), Designing tasks in secondary education: Enhancing subject understanding and student engagement. Routledge.
  21. Mutton, T., & Woore, R. (2014). Promoting Learning: Task design in the Foreign Language classroom. In I. Thompson (Ed.), Designing Tasks in Secondary Education: Enhancing subject understanding and student engagement. Routledge.
  22. Fancourt, N. (2014). Insiders and Outsiders: Task design in learning about religions. In I. Thompson (Ed.), Designing Tasks in Secondary Education Enhancing Subject Understanding and Student Engagement. Routledge.
  23. Thompson, I. (2014). Introduction: tasks, concepts, and subject knowledge. In I. Thompson (Ed.), Designing Tasks in Secondary Education. Routledge. https://ora.ox.ac.uk/objects/uuid:d2a927cf-6b11-4fa7-a64a-910217eabbc6
  24. Thompson, I. (n.d.). Identity formation in beginning English teachers. In K. Sadeghi & F. Ghaderi (Eds.), Theory and Practice in Second Language Teacher Identity. Springer. https://ora.ox.ac.uk/objects/uuid:2bef1f39-4eba-4408-a633-2690db425f78

Journal articles

  1. Echeita, G., Weiss, S., & Thompson, I. (2023). The Inclusion Illusion. How children with special educational needs experience mainstream schools. European Journal of Special Needs Education, 38(4), 588-597. https://doi.org/10.1080/08856257.2023.2215040
  2. Thompson, I., Nurse, L., & Fazel, M. (2023). Tensions in cultural identity and sense of belonging for internally displaced adolescents in Ukraine. Child Care in Practice, 29(3), 319-334. https://doi.org/10.1080/13575279.2023.2199192
  3. Thompson, I. (2022). Learning to teach English and the language arts: a Vygotskian perspective on beginning teachers’ pedagogical concept development. English in Education. https://doi.org/10.1080/04250494.2022.2111119
  4. Porter, J., Daniels, H., & Thompson, I. (2022). What counts as evidence in the understanding of school exclusion in England?. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.929912
  5. Daniels, H., Porter, J., & Thompson, I. (2022). What Counts as Evidence in the Understanding of School Exclusion in England?. FRONTIERS IN EDUCATION, 7. https://doi.org/10.3389/feduc.2022.929912
  6. Daniels, H., Thompson, I., Tse, H., & Porter, J. (2022). Learning lessons from the collaborative design of guidance for new build schools. European Educational Research Journal, 21(4), 585-601. https://doi.org/10.1177/14749041221080892
  7. Madia, J., Obsuth, I., Thompson, I., Daniels, H., & Murray, A. (2022). Long-term labour market and economic consequences of school exclusions in England: evidence from two counterfactual approaches. British Journal of Educational Psychology, 92, 801-816. https://doi.org/10.1111/bjep.12487
  8. Thompson, I., Tawell, A., & Daniels, H. (2021). Excluded lives special issue. Emotional and Behavioural Difficulties, 26(1), 1-2. https://doi.org/10.1080/13632752.2021.1903172
  9. Deppeler, J., Thompson, I., & Corrigan, D. (2021). International studies of school design - lessons for Europe on innovation and risk. European Educational Research Journal, 21(4), 561-567. https://doi.org/10.1177/14749041211014604
  10. Thompson, I., Tawell, A., & Daniels, H. (2021). Conflicts in professional concern and the exclusion of pupils with SEMH in England. Emotional and Behavioural Difficulties, 26(1), 31-45. https://doi.org/10.1080/13632752.2021.1898769
  11. Oancea, A., Fancourt, N., Robson, J., Thompson, I., Childs, A., & Nuseibeh, N. (2021). Research capacity-building in teacher education. Oxford Review of Education, 47(1), 98-119. https://doi.org/10.1080/03054985.2020.1842184
  12. Ortega, L., Boda, Z., Thompson, I., & Daniels, H. (2019). Understanding the structure of school staff advice relations: an inferential social network perspective. International Journal of Educational Research, 99. https://doi.org/10.1016/j.ijer.2019.101517
  13. Ortega, L., Thompson, I., & Daniels, H. (2019). School staff advice-seeking patterns regarding support for vulnerable students. Journal of Educational Administration, 58(2), 151-170. https://doi.org/10.1108/JEA-12-2018-0236
  14. Daniels, H., Thompson, I., & Tawell, A. (2019). Practices of exclusion in cultures of inclusive schooling in the United Kingdom. Revista Publicaciones, 49(3), 23-36. https://doi.org/10.30827/publicaciones.v49i3.11402
  15. McCluskey, G., Cole, T., Daniels, H., Thompson, I., & Tawell, A. (2019). Exclusion from school in Scotland and across the UK: Contrasts and questions. British Educational Research Journal, 45(6), 1140-1159. https://doi.org/10.1002/berj.3555
  16. Cole, T., McCluskey, G., Daniels, H., Thompson, I., & Tawell, A. (2019). Factors associated with high and low levels of school exclusions: comparing the English and wider UK experience. Emotional and Behavioural Difficulties, 24(4), 374-390. https://doi.org/10.1080/13632752.2019.1628340
  17. Daniels, H., Thompson, I., & Tawell, A. (2019). After Warnock: the effects of perverse incentives in policies in England for students with Special Educational Needs. Frontiers in Education, 4. https://doi.org/10.3389/feduc.2019.00036
  18. Thompson, I., Willemse, M., Mutton, T., Burn, K., & de Bruïne, E. (2018). Teacher Education and Family-School Partnerships in different contexts: A cross country analysis of national teacher education frameworks across a range of European countries. Journal of Education for Teaching, 44(3), 258-277. https://doi.org/10.1080/02607476.2018.1465621
  19. Willemse, T., Thompson, I., Vanderlinde, R., & Mutton, T. (2018). Family-school partnerships: a challenge for Teacher Education. Journal of Education for Teaching, 44(3), 252-257. https://doi.org/10.1080/02607476.2018.1465545
  20. Mutton, T., Burn, K., & Thompson, I. (2018). Preparation for family-school partnerships within initial teacher education programmes in England. Journal of Education for Teaching, 44(3), 278-295. https://doi.org/10.1080/02607476.2018.1465624
  21. Ivinson, G., Thompson, I., Beckett, L., Egan, R., Leitch, R., & McKinney, S. (2017). Learning the price of poverty across the UK. Policy Futures in Education, 16(2), 130-143. https://doi.org/10.1177/1478210317736224
  22. Thompson, I., & Tawell, A. (2017). Becoming other: social and emotional development through the creative arts for young people with behavioural difficulties. Emotional and Behavioural Difficulties, 22(1), 18-34. https://doi.org/10.1080/13632752.2017.1287342
  23. Thompson, I., & Wittek, A. (2016). Writing as a mediational tool for learning in the collaborative composition of texts. Learning, Culture and Social Interaction. https://doi.org/10.1016/j.lcsi.2016.05.004
  24. Thompson, I. (2016). Researching contradictions: Cultural Historical Activity Theory Research (CHAT) in the English classroom. English in Australia, 50(3), 21-26. https://ora.ox.ac.uk/objects/uuid:a518431f-6885-4337-9331-1d968e959818
  25. Thompson, I., Ellis, S., McNicholl, J., & Thomson, J. (2016). Student teachers’ perceptions of the effects of poverty on learners’ educational attainment and well-being: perspectives from England and Scotland. Journal of Education for Teaching, 42(4), 483-499. https://doi.org/10.1080/02607476.2016.1215542
  26. Burn, K., Mutton, T., Thompson, I., Ingram, J., McNicholl, J., & Firth, R. (2016). The impact of adopting a research orientation towards use of the Pupil Premium Grant in preparing beginning teachers in England to understand and work effectively with young people living in poverty. Journal of Education for Teaching, 42(4), 434-450. https://doi.org/10.1080/02607476.2016.1215551
  27. Thompson, I., & Wittek, A. (2016). Writing as a mediational tool for learning in the collaborative composition of texts. Learning, Culture and Social Interaction, 11, 85-96. https://doi.org/10.1016/j.lcsi.2016.05.004
  28. Thompson, I., McNicholl, J., & Menter, I. (2016). Student teachers’ perceptions of poverty and educational achievement. Oxford Review of Education, 42(2), 214-229. https://doi.org/10.1080/03054985.2016.1164130
  29. Thompson, I. (2013). The Mediation of Learning in the Zone of Proximal Development through a Co-constructed Writing Activity. Research in the Teaching of English, 47(3), 247-276. https://ora.ox.ac.uk/objects/uuid:406e20aa-3d45-4f3a-8893-8c7e05de59be
  30. Thompson, I. (2012). Planes of communicative activity in collaborative writing. Changing English, 19(2), 209-220. https://doi.org/10.1080/1358684X.2012.680766
  31. Thompson, I. (2012). Stimulating reluctant writers: a Vygotskian approach to teaching writing in secondary schools. ENGLISH IN EDUCATION, 46(1), 85-100. https://doi.org/10.1111/j.1754-8845.2011.01117.x
  32. Howard, J., & Thompson, I. (1998). First class way to develop a brain. Nature, 396(6708), 219-221. https://doi.org/10.1038/24274
  33. Daniels, H., Thompson, I., & Emery, H. (n.d.). Difference and school exclusion in a time of COVID-19. International Journal of Inclusive Education. https://ora.ox.ac.uk/objects/uuid:e799b670-7eee-4f93-8d59-68859a9e56a2
  34. Thompson, I., Ivinson, G., Beckett, L., Egan, D., Leitch, R., & McKinney, S. (n.d.). Learning the price of poverty across the UK. Policy Futures in Education.

Reports

  1. Fancourt, N., Oancea, A., Thompson, I., Robson, J., & Childs, A. (2017). Evaluation of wiserdeducation: a report to HEFCW. In HEFCW External Report. HEFCW. https://ora.ox.ac.uk/objects/uuid:4377edfa-2672-4f3b-9b91-1db3371e59c0
  2. Ivinson, G., Beckett, L., Thompson, I., Wrigley, T., Egan, D., Leitch, R., & McKinney, S. (2017). The research commission on poverty and policy advocacy (pp. 1-11). British Educational Research Association. https://ora.ox.ac.uk/objects/uuid:0908d3d8-afb5-42cd-8d76-f7936876b337
  3. Elliott, V., BAIRD, J., Hopfenbeck, T., Ingram, J., Thompson, I., Usher, N., Zantout, M., Richardson, J., & Coleman, R. (2016). A marked improvement? A review of the evidence on written marking. Education Endowment Foundation. https://educationendowmentfoundation.org.uk/public/files/Publications/EEF_Marking_Review_April_2016.pdf
  4. Tawell, A., Thompson, I., Daniels, H., & al., E. (2015). Being Other: The Effectiveness of Arts Based Approaches in Engaging with Disaffected Young People. In Oxford University Department of Education. Oxford University Department of Education. https://ora.ox.ac.uk/objects/uuid:54de1398-fcd3-4849-b5f0-0799da9cd1d7

Other

  1. Thompson, I., & Elliott, V. (2017). Editorial. In Emotional and Behavioural Difficulties (Vols. 22, Issue 1, pp. 1-1). Routledge. https://doi.org/10.1080/13632752.2017.1287384