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Jonathan Osborne focuses on policy, pedagogy, teaching, and learning in science education. His interests include exploring students' attitudes towards science and enhancing engagement in school science. His pedagogical work emphasizes the role of argumentation in improving understanding of scientific inquiry. He has contributed to four major projects on argumentation, including the development of the IDEAS materials funded by the Nuffield Foundation, which support teacher professional learning. Osborne has also co-led projects aimed at building teachers' competencies in employing pedagogical approaches across schools. His research includes the development of materials for a MOOC and a book on language literacy in science education. He has actively participated in professional development programs impacting teachers and teaching practices in science education, with a focus on the informal learning environments for young people.
Stanford Graduate School of Education • Stanford, CA
Professor in the Graduate School of Education; involved in various educational research initiatives.
King's College London • London, UK
Led the Department of Education and Professional Studies.
King's College London • London, UK
Oversaw academic programs and contributed to research in science education.
King's College London • London, UK
Engaged in teaching and educational leadership.
King's College London • London, UK
Taught courses in science education and contributed to educational research.
King's College London • London, UK
Educated future teachers in science-related subjects.
Inner London Schools • London, UK
Provided guidance and support to science educators.
High schools • UK
Taught physics to secondary-level students.
The Computer Science department emphasizes research potential. GRE General is currently optional but recommended for some tracks.