Tuesday 15th September 2015 1.06 |
Educational Research and Educational Policy-making Session Type: Symposia |
0253 – Closing the Gap – issues, challenges and impact of the implementation of a national experiment in educational research Menter, Ian – University of Oxford; Childs, Ann – University of Oxford; Firth, Roger – University of Oxford; Thompson, Ian – University of Oxford; Fancourt, Nigel – University of Oxford |
Tuesday 15th September 2015 1.07 |
Educational Research and Educational Policy-making Policy Discourses and impact on practice |
0117 – What Would Stenhouse Do? Lessons from the work of Lawrence Stenhouse for contemporary education reform *0474 – Illuminating the manuscript: a policy archaeology investigation of current music educaiton policy in England 0571 – Citizenship education policy: A comparative analysis *0195 – Aspects of governmentality in an English school considering academy status |
Tuesday 15th September 2015 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 |
Tuesday 15th September 2015 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 |
Wednesday 16th September 2015 3.06 |
Educational Research and Educational Policy-making |
0498 – Knowledge mobilisation and Translational Research: building an educational version of NICE through the MESH initiative |
Wednesday 16th September 2015 3.07 |
Educational Research and Educational Policy-making Towards strategies for self-improving systems |
*0299 – A motivation for European Education and Higher Education Policy: Social or economic? 0161 – The Network Around The School: the work of Additional Ofsted Inspectors (AIs) with schools in the ‘self-improving system’ *0331 – An Examination of Teachers’ Professional Autonomy in a Primary Academy School 0465 – Evaluating the impact of professional learning: policy, practice and tensions |
Wednesday 16th September 2015 4.07 |
Educational Research and Educational Policy-making Chair: Clinton, Janet – The University of Melbourne |
0008 – Education’s Most Important Asset: Strengthening the Profession through National Teaching Standards |
Wednesday 16th September 2015 4.08 |
Educational Research and Educational Policy-making Policy and practice discourses: including the voices of diverse groups |
0379 – Responsive and dialogic spaces for self determination in PhD supervision in New Zealand 0266 – Parental Engagement for the Twenty First Century: A Social Impact Assessment 0141 – Clerical Sex Abuse of Children: ‘in loco parentis’, human rights and the implications for child protection in all schools |
Wednesday 16th September 2015 4.09 |
Educational Research and Educational Policy-making |
0588 – Knowledge mobilisation and Translational Research: selected international perspectives |
Wednesday 16th September 2015 5.08 |
Educational Research and Educational Policy-making National Standards – standardisation and complexity |
0182 – ‘From Nothingness into Being’ – Teacher education and the art of policy persuasion in Contemporary Europe; reflections from the Ireland context 0224 – Complexity and the myth of control in educational policy-making 0243 – Are national standards really any better than national testing? 0032 – Teacher Standards – what are they good for? |
Wednesday 16th September 2015 5.09 |
Educational Research and Educational Policy-making |
0506 – Research Evidence, Schools and Teaching Coldwell, Mike – Sheffield Hallam University; Maxwell, Bronwen – Sheffield Hallam University; Greany, Toby – UCL Institute of Education; Brown, Chris – UCL Institute of Education; Stoll, Louise – UCL Institute of Education; Higgins, Steve – Durham University; Boylan, Mark – Sheffield Hallam University |
Thursday 17th September 2015 09.00 – 10.30 6.07 |
Educational Research and Educational Policy-making |
0514 – A Transitional Integrated Approach to Teacher Career Paths: Rites of Passage or Boundary less? |
Thursday 17th September 2015 09.00 – 10.30 6.08 |
Educational Research and Educational Policy-making |
0612 – Preparing for REF 2020 – extending the reach and impact of your research through writing a research summary for users as a MESHGuide |
Thursday 17th September 2015 7.05 |
Educational Research and Educational Policy-making Professional development challenges -Scottish, Irish, Northern Irish and Australian perspectives – Part 1 |
*0054 – Methodological Processes and Preliminary Findings from an Australian Qualitative Multi-site Case Study: How does on-site professional development contribute to improved teacher practice? 0607 – Teacher CPD, interactive whiteboards and a transfer of innovation initiative. An analysis of challenges encountered in an Irish project |
Thursday 17th September 2015 8.03 |
Educational Research and Educational Policy-making Policy Discourses – national perspectives |
0047 – The Quality of School Education in Bhutan – A perspective from Southeast Asia 0160 – The end of public schools? Privatizing schools and education policy in New York 0600 – China’s Higher Education Policy: Policy Communities, Issue Networks and the Impact of Research on the Policy Process *0411 – How do you know ‘what works’ works for you? |
Thursday 17th September 2015 8.04 |
Educational Research and Educational Policy-making Professional development challenges -Scottish, Irish, Northern Irish and Australian perspectives – Part 2 |
0620 – The stories we tell ourselves: educational policy-making in Scotland and the role of the ‘myth’ 0404 – Sharing Education in Northern Ireland: what lessons can be learned from understanding how teachers share in inter-school collaborations? 0170 – Do Emotional Intelligence and previous caring experience influence student nursing performance? |