MAZENOD Anna

Anna Mazenod est actuellement Consultante en pédagogie à l’Organisation Mondiale de la Santé (OMS Academy). Diplômée d’un Doctorat en Éducation à University College London, elle a plus de sept ans d’expérience dans la recherche en sciences de l’éducation et de la formation en France et en Angleterre. Ses travaux de recherche s’inscrivent dans une perspective de comparaison internationale des pratiques éducatives. Elle a publié en anglais, en français et en finnois sur les classes de niveau, les trajectoires éducatives et professionnelles et sur la production du savoir académique en plusieurs langues.
 

Articles publiés dans une revue indexée

Mazenod, A. (2021) Classes de niveau – variations internationales dans les groupements des élèves et constitution des classes au collège. Revue Française de Pédagogie, 212 (3): 93-108

Mazenod, A., Hodgen, J., Francis, B., Taylor, B. and Tereshchenko, A. (2019) Students’ university aspirations and attainment grouping in secondary schools. Higher Education. https://doi.org/10.1007/s10734-018-0355-x

Mazenod, A., Francis, B., Archer, L., Hodgen, J., Taylor, B., Tereshchenko, A. and Pepper, D. (2019) Nurturing learning or encouraging dependency? Teacher constructions of students in lower attainment groups in English secondary schools, Cambridge Journal of Education 49 (1): 53-68. 

Francis, B., Hodgen, J., Craig, N., Taylor, B., Archer, L., Mazenod, A., Tereshchenko, A. and  Connolly, P. (2019) Teacher ‘quality’ and attainment grouping: The role of within-school teacher deployment in social and educational inequality. Teaching and Teacher Education 77: 183-192.

Connolly, P., Taylor, R., Francis, R., Archer, L., Hodgen, J., Mazenod, A., & Tereshchenko, A. (2019). The misallocation of students to academic sets in maths: A study of secondary schools in England. British Educational Research Journal, 45 (4), 873-897.

Towers, E., Taylor, B., Tereshchenko, A., & Mazenod, A. (2019). ‘The reality is complex’: teachers’ and school leaders’ accounts and justifications of grouping practices in the English key stage 2 classroom. Education 3-13. 

Mazenod, A. (2018). Lost in translation? Comparative education research and the production of academic knowledge. Compare: A Journal of Comparative and International Education, 48 (2): 189-205.

Archer, L., Francis, B., Miller, S., Taylor, B., Tereshchenko, A., Connolly, P., Hodgen, J., Mazenod, A., Pepper, D., Sloan, S. & Travers, M-C. (2018). The symbolic violence of setting: a Bourdieusian analysis of mixed methods data on secondary students’ views about setting. British Educational Research Journal, 44 (1): 119-140.

Tereshchenko, A., Archer, L., Francis, B., Taylor, B., Hodgen, J., Mazenod, A., Pepper, D., (2018) Learners’ attitudes to mixed-attainment grouping: Examining the views of students of high, middle and low attainment, Research Papers in Education.

Taylor, B., Francis, B., Craig, N., Archer, L., Hodgen, J., Mazenod, A., Tereshchenko, A. and Pepper, D. (2018) Why is it difficult for schools to establish equitable practices in allocating students to attainment ‘sets’?, British Journal of Educational Studies, DOI: 10.1080/00071005.2018.1424317

Francis, B., Connelly, P., Archer, L., Hodgen, P., Mazenod, A., Taylor, B., Tereshchenko, A. and Pepper, D. (2017). Attainment grouping as self-fulfilling prophesy? A mixed methods exploration of self-confidence and set level among year 7 students. International Journal of Educational Research, 86: 96-108.

Mazenod, A. (2016) ‘Education or training? A comparative perspective on apprenticeships in England,’ Journal of Vocational Education & Training, 68 (1).

Mazenod, A. (2014) ‘Engaging employers in workplace training – Lessons from the English Train to Gain Programme,’ International Journal of Training and Development, 18 (1).

Rapport de recherche

Locke, W., Whitchurch, C., Smith, H. and Mazenod, A. (2016) Shifting landscapes - Meeting the staff development needs of the changing academic workforce. Higher Education Academy. https://www.heacademy.ac.uk/knowledge-hub/shifting-landscapes

Chapitres d’ouvrages

Mazenod, A. (2015) ‘The myth of ‘apprenticeship’: Comparing Finland, France and England.’ A.Heikkinen and L. Lassnigg (Eds.), Myths and Brands in Vocational Education. Newcastle upon Tyne: Cambridge Scholars Publishing.

• depuis 2019 : Post-doctorante, Université Lumière Lyon 2, Laboratoire ECP
   
• 2017-2018 : Post-doctorante, Sciences Po Paris, Observatoire sociologique du changement
   
• 2015-2018 : Post-doctorante, Institute of Education, University College London, Royaume-Uni
   
• 2014-2016 : Professeure associée à l’Université Paris-Dauphine, Londres, Royaume-Uni
   
• 2013-2014 : Post-doctorante, University of Roehampton, Londres, Royaume-Uni