Stephanie Flower

Having worked as a classroom teacher for three very different multi-academy trusts (MATs), Stephanie's PhD examined the implications of prescribed approaches to curricula and assessment through the lens of neoliberalism. Adopting an explanatory sequential mixed method design, the doctoral research examined the experiences and perspectives of teachers, all of whom self-identifed as having subject-specific expertise and/or agency. Stephanie's preliminary research findings were shared at BERA's 2023 national conference, for which she won a SIG best paper in the category of Educational Effectiveness and Improvement. 

While working as a teacher, Stephanie completed a Master's in Education (Mathematics), considering the issues associated with optional, standardised tests when teaching for mastery. Her research findings were published in a mathematics teaching journal in 2019. During this time, Stephanie also trained as a Mathematics Specialist Teacher (MaST), Specialist Leader of Education (mathematics) and NCETM Mastery Specialist, delivering on projects for the Department for Education and NCETM. 

Leaving the classroom to focus on teachers' professional development, Stephanie worked at the University of Oxford, as part of an EEF-funded RCT around early mathematics (Early Years and KS1). She now works as a Senior Lecturer in Education at Oxford Brookes University.

Education/ school leadership
Education policy
Multi-academy trusts (curricula and assessment approaches)
Teacher expertise and professional development