Stephanie Flower

Steph is a qualified primary teacher (PGCE). During her teaching career, she trained as a Mathematics Specialist Teacher (MaST), worked as a Specialist Leader of Education (mathematics) in Oxfordshire and supported a cohort of schools while working as an NCETM Mastery Specialist.

Steph now works within ITT as a Senior Lecturer in Primary Mathematics, teaching on the BA and PGCE programmes at Oxford Brookes University. Prior to being appointed to this role, Steph was part of the development and delivery team for an EEF-funded efficacy trial around early mathematics (Early Years and KS1) based at the University of Oxford. The role involved training and mentoring teachers across Buckinghamshire, Cambridgeshire and Bedfordshire.

Steph completed her Masters in Education (Mathematics) in 2018, focusing on the issues associated with optional, standardised tests when teaching for mastery in mathematics. Her research findings were published in a mathematics teaching journal in 2019. 

Steph's PhD research builds on her MA, exploring centralised curricula and asssessment practices within the multi-academy trust (MAT) structure. Using a multiple case study approach, Steph explores the experiences and perceptions of teachers - the often neglected voices within education. She considers the implications of adopting centrally prescribed curricula and assessment processes, focusing in on teachers who have specific expertise. While adopting an explanatory sequential mixed method design and an anticipated completion date of 2024, Steph shared some of her initial findings at the BERA 2023 conference in Birmingham, for which her paper won the SIG award for Educational Effectiveness and Improvement.

Multi-academy trusts - operational practices and transparency
Curricula and assessment alignment
Mathematics education
Teacher expertise