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Dr Rhiannon Moore

Profile summary

Professional biography

Rhiannon is a Lecturer in Education (Inclusion) at The Open University. She is joint-Pathway Lead for the Masters in Education Inclusive Practice pathway, and is module chair for the Stage 1 Inclusive Practice module (EE814 / EE844) 'Equity, inclusion and social justice in educational practice'. Rhiannon is also an associate lecturer on E309: 'Comparative studies in primary education'.  

Prior to joining The Open University, Rhiannon was an Education Researcher on the Young Lives study (based at University of Oxford), leading on a large-scale school survey in two states in India (Andhra Pradesh and Telangana). She also led a complementary classroom observation study, funded by the Bill & Melinda Gates Foundation, which examined the extent to which interactive classroom practices were associated with greater student learning in Andhra Pradesh and Telangana, India. Rhiannon previously worked on several of The Open University's large-scale teacher education projects, including TESS-India and TESSA. She began her career as an ESOL (English for Speakers of Other Languages) teacher, working with children and adults in schools and colleges, probation settings, and within a London-based NGO for refugees and asylum seekers. 

Rhiannon has experience of educational research across a range of contexts, including the UK, India, Ethiopia, Vietnam, Nigeria and Ghana. Her research makes particular use of advanced quantitative research methods, large-scale surveys, measurement of learning, and cross-country analyses, and has focused specifically on questions relating to student learning, teacher capacity, and teacher professional development in lower and middle income countries. She has a PhD in Advanced Quantitative Methods / Education from University of Bristol, funded by ESRC. Her doctoral research used mixed methods to examine some of the factors affecting teacher motivation, professional knowledge and classroom practice in two states in southern India. During her PhD, Rhiannon worked as a Graduate Teaching Assistant on two University of Bristol masters modules. She was also a research assistant for the Centre for Multilevel Modelling and a research associate working on impact case studies for REF2021. 

Rhiannon has collaborated as an external research consultant on a number of international projects, including ‘Evaluating a System-led Approach to Improving Foundational Literacy and Numeracy Outcomes in India’ project led by Educational Initiatives Ltd and Central Square Foundation; and the 'Gendered Young Lives' project which was led by Young Lives (University of Oxford) and funded by Echidna Giving. She has written blogs for IIEP-UNESCO, UKFIET, Young Lives, and University of Bristol School of Education

 

Research interests

Rhiannon is interested in the use of advanced quantitative research methods within an educational context, with a particular focus on the use of secondary data, large-scale surveys, measurement of learning, and cross-country analyses. Her research focuses specifically on questions relating to student learning, teacher capacity, and teacher professional development in lower and middle income countries. 

Rhiannon’s current research interests focus on the sustainability / value-for-money benefits in using secondary or adminstrative datasets to address questions of educational quality or performance in LMICs. She is also interested in quantitative and mixed methods approaches to exploring teacher and school ‘effectiveness' in inclusive and socially-just ways. 

 

Teaching interests

Rhiannon is module chair for the Masters in Education Stage 1 Inclusive Practice module (EE814 / EE844) 'Equity, inclusion and social justice in educational practice', and is co-lead for the Inclusive Practice pathway. She is also an associate lecturer on E309 'Comparative studies in primary education', which is a Level 3 module on the BA Education Studies (Primary) undergraduate programme. 

Prior to joining the OU, Rhiannon taught on Masters modules at University of Bristol, including 'Introduction to Educational Inquiry' (an introductory research methods module) and 'Quality and Improvement in Education' (a module on the Masters in Education Leadership and Policy pathway). She began her career as an ESOL teacher for children and adults. 

Publications

Using Bourdieu's theory of cultural reproduction to examine English language learning: A multilevel study in three lower- and middle-income countries (2023)
Azubuike, Obiageri Bridget; Moore, Rhiannon and Vaidya, Gayatri
Social Sciences & Humanities Open, 8, Article 100578(1)


Does school effectiveness differentially benefit boys and girls? Evidence from Ethiopia, India and Vietnam (2022-01)
Marshall, Lydia and Moore, Rhiannon
International Journal of Educational Development, 88, Article 102511


Variation, context, and inequality: comparing models of school effectiveness in two states in India (2022)
Moore, Rhiannon
School Effectiveness and School Improvement, 33(4) (pp. 588-609)


How do teachers help shape student learning in two states in Southern India? (2022)
Moore, Rhiannon
International Journal of Educational Research, 111, Article 101897


Unlocking the Black Box: To What Extent Are Interactive Classrooms Effective Classrooms in Andhra Pradesh and Telangana, India? (2021-11)
Moore, Rhiannon; Rolleston, Caine and Grijalva, Ana
Comparative Education Review, 65(4) (pp. 667-690)


Can head teacher autonomy mitigate the effects of COVID-19 school closures in India? (2021)
Moore, Rhiannon and Kameshwara, Kalyan Kumar
NORRAG Special Issue 6: States of Emergency in the Time of COVID-19 (pp. 26-31)


Measuring learning quality in Ethiopia, India and Vietnam: from primary to secondary school effectiveness (2017)
Iyer, Padmini and Moore, Rhiannon
Compare: A Journal of Comparative and International Education, 47(6) (pp. 908-924)


What does an ‘effective’ teacher look like? Exploring factors associated with teacher ‘intermediate outcomes’ in two states in India (2023)
Moore, Rhiannon
In : UKFIET Conference 2023: Education for Social and Environmental Justice: Diversity, Sustainability, Responsibility (7, 12-14 Sep 2023, University of Oxford, Oxford, UK)


Capturing what’s happening inside the ‘black box’. Designing a classroom observation study to capture changes in classroom practice as a result of ‘structured pedagogy’ FLN interventions (2023)
Singh, Arvind; Daniel, Rohit and Moore, Rhiannon
In : UKFIET Conference 2023: Education for Social and Environmental Justice: Diversity, Sustainability, Responsibility (7 12-14 Sep 2023, University of Oxford)


Teachers’ understandings of ‘quality education’: Implications for classroom practice in two South Indian states (2023)
Moore, Rhiannon
In : CIES 2023: Comparative and International Education Society Conference (14-22 Feb 2023, Online)


Evaluating large-scale teacher professional development programmes: English in Action (Bangladesh) & TESS-India (2014-08)
Burton, Sonia and Moore, Rhiannon
In : 9th International & 45th Annual ELT@I Conference: English - From Classes to Masses (21-23 Aug 2014, Jaipur, India)


Delivering on Every Child’s Right to Basic Skills, Summative Report (2018-11)
Rossiter, Jack; Woodhead, Martin; Rolleston, Caine and Moore, Rhiannon
Young Lives, Oxford