Spotlight Session: Wiley |
Supporting and enhancing scholarship in the digital age |
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2.01 |
Arts Based Educational Research Performing Play, Narrating Grief, Drawing forth Voice: stimulating agentive approaches to theatre, loss and the possible body |
*0550 – Play, Pedagogy and Research in Theatre for Early Years Audiences 0197 – Enabling Pupil Voice through Art based research: Expanding Possibilities 0449 – ‘They told me I should feel sad’: The usage of narrative as a sensemaking and ownership tool for children who have experienced bereavement |
2.02 |
Curriculum, Assessment and Pedagogy |
0180 – “21st Century Learning” in Irish Second Level Classrooms – The Bridge21 Experience |
2.03 |
Curriculum, Assessment and Pedagogy Convenor: Wyse, Dominic – UCL, Institute of Education |
0364 – Curriculum scholarship in the USA and the UK: Definitions, knowledge, and Language Arts/English |
2.04 |
Early Childhood International perspectives on policy in ECE |
0286 – Exploring the evidence-base for Biritish early education policy 0569 – The implications of the ‘Children and Families Act 2014’ for Early Years Provision and professionals. A case study research 0415 – Competent systems in Early Childhood Development, Education and Care. Perspectives from Europe and Colombia |
2.05 |
Educational Effectiveness and Improvement Space and communities |
0205 – An RCT Evaluation of the Mate-Tricks Afterschool Program: Exploring the Programme’s Negative Effects on Child and Parent Outcomes *0206 – Can housing policy lead to improved school and pupil outcomes in Glasgow? *0295 – Spatial Cultures, Pedagogy and Schooling: the importance of locating the social and cultural in school architecture 0371 – Developing relational and responsive connections between schools and home communities to enhance students’ participation and achievement |
2.06 |
Educational Research and Educational Policy-making |
0384 – The politics of research engagement Moss, Gemma – Bristol University; Facer, Keri – Bristol University; Collins, Kevan – Education Endowment Foundation; Adoniou, Misty – University of Canberra; Francis, Becky – King’s College, London |
2.07 | Educational Research and Educational Policy-making Session Type: Individual Papers Policy discourses and pupil voice |
0387 – What future for the Welsh language in Wales? *0601 – Where is my voice? An inquiry into pupils’ voice in two primary classrooms in Iran using a ‘community of enquiry’ approach and the Thousand and One Nights Stories 0610 – ‘Aim Lower’: Exploring the management of aspiration within a disadvantaged Academy in England |
2.08 |
Educational Technology Chair: Millwood, Richard – Trinity College Dublin; Bresnihan, Nina – Trinity College Dublin |
0500 – Computational Thinking across the Lifecourse |
2.09 |
Higher Education Chair: Hordosy, Rita – The University of Sheffield; |
0129 – Viewing student finance and widening participation through the lens of institutional stakeholders: the case of the University of Sheffield |
2.10 | Higher Education Session Type: Individual Papers Student Engagement |
0132 – Student engagement at Chinese and UK universities 0176 – Enhancing the Inventory of Learning Styles for Application in a Cross-Cultural Context: A Singapore Study 0169 – Universalising Provision – Obscuring the Invisibles – Par[i]t[y]-time learners in Higher Education |
2.11 |
Inclusive Education Chair: Soan, Susan – Canterbury Christ Church University |
0585 – A kaleidoscope of enquiry – showcasing examples of collaborative practice to promote inclusive learning environments |
2.12 |
Inclusive Education Examining Perceptions of Difference 1 |
0630 – Young people’s preferences for social interaction regarding homophily and inclusion: an argument about respect and democratic decision-making 0165 – Revealing the action of unconscious dynamics in children’s reactions to another child’s visible disability or disfigurement 0191 – Inclusive practice, cultural contexts and perceptions of disability in a Christian foundation special needs school in Bangalore, India |
2.13 |
Leadership & Management in Education Race and gender issues in educational leadership |
0146 – Interrupting Whiteness: An Auto-Ethnography of a Black Female Leader in Higher Education *0345 – A Path to becoming an Professor and Educational Leader: A Woman’s Story |
2.14 |
Literacy and Language Convenor: Farrell, Lesley – Melbourne Graduate School of Education |
0363 – Reading policy as ensemble: understanding ‘local’ language and literacy policy across transnational spaces and scales |
2.15 |
Mathematics Education Evaluating interventions in mathematics education |
0153 – Do iPads have an impact on primary school students’ mathematical dispositions? 0485 – ‘Maths isn’t supposed to make sense’ – working with GCSE resit students to change attitudes and achievement through a Realistic Mathematics Education-based intervention 0270 – Breaking out of the time warp: increasing children’s self-efficacy in mathematics through parental involvement in homework 0166 – Is there ‘Time in Irish Mathematics Education'(TiME)? |
2.16 |
Philosophy of Education Art, Higher Education and Philosophy |
*0013 – An Existentialist View of the Student-Teacher Relationship in Higher Education Arts Instruction *0321 – University and art college | studio and substratum |
2.17 | Practitioner Research Session Type: Symposia |
0272 – The Impact of Teacher Research: a multilayered agenda Brindley, Sue – University of Cambridge; Struthers, d’Reen – UCL, Institute of Education; Davies, Patsy – UCL, Institute of Education; |
2.18 |
Race Ethnicity and Education The securitisation and de-racialisation of education |
0556 – Trojan Horse Coming to a School Near You: Race, Religion and Securitization 0156 – The real Trojan Horse? Prevent and the growing securitisation of education |
2.19 |
Religious and Moral Education Belief and values in pupils, the profession and policy |
0567 – Personal Beliefs, Faith and the Teacher: supporting a new approcah to professionalism in RE 0223 – From human rights education to fundamental British values education: UK moral policy for English schools, religion and anti-extremism 0482 – Exploring and Expressing Characteristic Spirit in publicly managed schools: an action research project |
2.20 |
Research Methodology in Education Key methodological issues in educational trials |
0154 – Engaging teachers co-operatively in the design process during a development study to improve implementation fidelity during education trials 0427 – Do trials need trial co-ordinators? Lessons from a disseminated model of trial management |
2.21 |
Research Methodology in Education |
0315 – Using a Theory of Change to Evaluate Complex Initiatives: Theory and practice Clark, Jill – Newcastle University; Laing, Karen – Newcastle University; Todd, Liz – Newcastle University; Woolner, Pam – Newcastle University; Thomas, Ulrike – Newcastle University; Tiplady, Lucy – Newcastle University; |
2.22 | Science Education Session Type: Individual Papers Modelling |
0293 – Interpreting teacher’s practice (related to creativity) through visual representations of their actions 0472 – A historical approach to understanding Gymnasium students’ galvanic cell diagrams 0539 – Science Teaching for Transition (nursery/primary and primary/post-primary) in the Outdoor Classroom |
2.23 |
Social Justice Discussant: Glasson, Mark – Plymouth University |
0212 – Organisations in Partnership with HEIs: Collaboration in a Time of Competition Murphy, Mike – Plymouth University; Gristy, Cath – Plymouth University; Anderson, Julie – Plymouth University; Bellows, Philippa – Plymouth University; Boyask, Ruth – Plymouth University; Norrish, Sara – Plymouth City Museum and Art Gallery; Ovenden-Hope, Tanya – The Cornwall College Group; Velle, Linda la – Plymouth University; Crawford, Megan – Plymouth University; Glasson, Mark – Plymouth University |
2.24 | Social Justice Session Type: Symposia |
0437 – Participation and Progression from Pre-16 to Post-16 to University Education: case studies from Bristol Sutherland, Rosamund – University of Bristol; Rose, Jo – University of Bristol; Timmis, Sue – University of Bristol; Budd, Richard – University of Bristol; Goldstein, Harvey – University of Bristol; Tikly, Leon – University of Bristol; Washbrook, Liz – University of Bristol; Yee, Wan – University of Bristol; Coles, Alf – University of Bristol; Edwards, Anna – University of Bristol; French, Robert – University of Bristol |
2.25 |
Teacher Education and Development Teacher learning and expertise |
*0501 – An English Evolution of Lesson Study? *0433 – Does using Lesson Study in primary schools to collect primary data challenge teachers’ conceptions of how effectively children are learning? 0233 – Improvisation and teacher expertise: reconceptualising teacher professionalism |
2.26 |
Teacher Education and Development New teacher values |
0100 – The career motivations & socio-demographic profiles of initial teacher education applicants in Ireland: Connecting teacher motivation and teacher diversity research *0135 – How do beginning early years’ teachers develop personal pedagogy and identity? |
2.27 |
Teacher Education and Development Effective professional learning for teachers |
0431 – Effective Continuing Professional Development and Learning: a review of reviews 0462 – A place-based response to addressing accountability and performativity through privileging collaborative spaces for whole school professional learning: Teachers as co-constructors of data and meaning in isolated communities 0448 – Developing a differentiated approach to staff learning and development in schools in England: Some successes and challenges |
2.28 |
Youth Studies and Informal Education Perspectives on the value of education outside of schooling |
*0377 – Contesting and producing change: a national perspective on youth and arts organisational partnerships *0613 – Why Out of School Time Matters |