½¿É«µ¼º½ Conference 2014 Abstracts – Main Conference Parallel Session 3
| Ìý |
Spotlight Session Presenter: Tim Leuing |
Department for Education: Research Priorities and Partnerships |
| 3.01 |
Comparative and International Education Professional standards in teaching and schools |
574 Developing an International Survey of Teachers’ Assessment Capabilities: Challenges and Strategies 805 ‘Not only academically orientated, but supportive and friendly’: a comparative study on students’ idea of a good school in three European countries |
| 3.02 |
Curriculum, Assessment and Pedagogy Curriculum cultures, values and competences |
930 Teaching as Intercontextual Pedagogy: Narratives from an International School 270 From ‘front end’ to ‘back seat’? Competencies, Capabilities and Conventional Curriculum 611 Heroes and villains in the lives of children and young people 434 Working out what is important: the where, how and why and discernment of early inquiry through literature |
| 3.03 |
ÌýEarly Childhood Learning and pedagogy: Democratic approaches |
Ìý878 Developing child initiated pedagogies towards democracy and participatory practices in formal early years settings – The case of England 900 Working with two year olds in England: an exploratory study 425 Between theory and practice. Early years education and the implementation of the right to self-determination, twenty-five years after the UN Convention on the Rights of the Child |
| 3.04 |
ÌýEducational Effectiveness and Improvement ½¿É«µ¼º½ at 40: The contribution of local authorities to educational research |
Ìý497 What works in Raising Achievement: Lessons from a Decade of Local Authority Research 498 School improvement – ‘Market’ model versus Local Authority model: A comparative analysis of CPD provision for teachers 501 The transformational shift in educational outcomes in London 2003 to 2013: the contribution of local authorities |
| 3.05 |
ÌýEducational Effectiveness and Improvement Pupil premium, FSM and deprivation: effects and impacts |
Ìý204 Pupil premium spending – does it add up to making any difference? 043 Moderators of the FSM achievement gap: Being more able or poor in an affluent school 295 The challenge of raising student attainment in socio-economically deprived coastal regions: a comparative study of ‘coastal academies’ in England |
| 3.06 |
ÌýEducational Research and Educational Policy Making Policy implementation: networking and impact |
Ìý481 Instruction to ‘outperform’: education policy and the art of managing appearances 239 Research impact, evidence-based policy, and knowledge activism 835 School Collaboration in Northern Ireland: Transforming or Reinforcing Divisions? 133 Cross-sector policy networks and the construction of ‘learning to code’ in the new computing curriculum |
| 3.07 |
ÌýEducational Research and Educational Policy Making What can longitudinal mixed methods research tell us: evidence from the effective pre-school, primary and secondary education project (1997-2004) |
Ìý399 The Effective Pre-school, Primary and Secondary programme of Research 402 What quantitative research can tell us about children’s long term development? 404 What qualitative research can tell us about effective pre-school practices and primary school pedagogy? 406 How research evidence can inform the development of policy and practice? |
| 3.08 |
ÌýHigher Education Exploring the distinctive contribution of Higher Education to Initial Teacher Education |
Ìý649 Promoting reflection on the digitalised cultures and spaces of schooling 658 Enabling beginning teachers to think philosophically about classroom dilemmas through a 24 hour ‘ethical forum’ 659 Developing workshop materials usmmarising evidence-based classroom approaches to support student teachers in responding effectively to issues of diversity and inclusion 735 Introduction: Exploring the distinctive contribution of Higher Education to Initial Teacher Education 921 Developing a web-based app to support a research orientation in teacher education |
| 3.09 |
ÌýHigher Education Student learning in higher education through authentic social activity |
Ìý230 Mature students and situated in learning in HE and FE 428 Transforming Pedagogy: an exploration of the relaitonship between academic performance and participation in professional acticity in HE students |
| 3.10 |
ÌýHigher Education The dimensions of debt for higher education students |
Ìý263 Constructing and epxloring university students attitudes to debt: a cross-national study 722 Debt aversion and tolerance in the post-2012 English HE landscape: how high-achieving students in low-participation schools conceptualise university entry 302 Driving career aspirations or financial necessity: students perceptions of work placements and part-time employment when in full-time study at university |
| 3.11 |
ÌýInclusive Education Exploring alternatives to exclusion |
Ìý686 Experiences of Exclusion Appeals 208 Is alternative education ‘fit for purpose’? Developing the notion of quality through partnership research 020 Residential Outdoor Experiences and their Impact in the Classroom: Educational Aspirations and Attitudes |
| 3.13 |
ÌýLiteracy and Language Factors affecting language and literacy process |
Ìý566 Meta-awareness of dialect difference: impacts on early literacy interventions 767 Does timing matter? Exploring the impact of timing and duration of RTI for vulnerable Year 6 pupils pre and post SATs 558 Cross-linguistic transfer of L2 writing strategies: Developing L1 and L2 writing through metacognitive strategy use |
| 3.14 |
ÌýMathematics Education Socio-political perspectives on researching with mathematics teachers |
Ìý446 Teacher researchers, mathematics classrooms and social justice 448 Seeking mathematics teachers descriptions of their own classroom practices 453 Developing democratic participation in mathematics education research |
| 3.15 |
ÌýNew Technologies in Education Technology-enabled learning, knowledge and skills |
Ìý032 Putting research knowledge and skills into practice: an online perspective 225 Mapping the realities of technology-enabled learning in universities |
| 3.16 |
ÌýPhilosophy of Education Developing creativity in education – how do cultural contexts matter? |
Ìý329 The English Context 331 The Danish Context 332 The Welsh Context 334 Developing creativity in education – how do cultural context matter? |
| 3.17 |
ÌýPhysical Education and Sports Pedagogy Student motivation and competence and teacher behaviour |
Ìý385 Students’ negative motivational experiences in relaiton to teachers’ exertion of control: a self-determination Theory approach 447 The interrelationship between adolescents actual motor competence, perceived motor competence and quality of motivation for Physical Education 815 Disentangling the relationship between student (non)engagement and (de)motivating teaching behaviour |
| 3.18 |
Post-compulsory and Lifelong Learning Learners’ motivations, aspirations and experiences |
Ìý954 Drawing on learners literacies: motivation, identity, empowerment and progression routes 812 Am I excluded because of poverty or is povert excluding me? Examinging the role of aspiration and attitudes in closing the educational attainment gap in post compulsory education 319 College Higher Education: motivations and experiences of part time students |
| 3.19 |
ÌýRace, Ethnicity and Education Integration and British Values |
Ìý305 Fundamental British values versus a critical radical teacher education course: who wins? 650 The National Curriculum and its integrationist education policy framework |
| 3.20 |
ÌýReligious and Moral Education Teaching and learning and subject knowledge |
Ìý251 The impact of student teacher’s Religious Education subject knowledge, experiences and attitudes and their prepardness for working within the field of ‘race’ and ethnicity 561 ‘We’re the mature people’: a study of masculine subjectivity and its relaitonship to Key Stage Four Religious Studies 490 Developing teaching and learning about Islam in religious education lessons: The cases of two secondary girls schools in London 122 The Narrator, The Yam and the Knife: Folklore as a Socialisation Tool in the Children’s Education |
| 3.21 |
ÌýResearch Methodology in Education Child rights, the ethnography of listening, and culturally sensitive methodology |
Ìý748 Children’s participation rights in school and in their comunities: involving children in the development of a children’s rights questionnaire 136 Culturally responsive and relational pedagogies informing the research methodology of emerging scholars 196 Utilising ‘The Listening Guide’ within institutional ethnography: a reflexive effort to avoid ‘institutional capture’ and ‘privileged irresponsibility’ |
| 3.22 |
ÌýScience Education Concepts and conceptual change in science education |
Ìý285 Factors Affecting Student’s Beliefs about School-Based Assessment of Chemistry Practical Skills 296 ‘Misconception’ pedagogy in school science: techniques, tactics and strategies for conceptual change 439 Complexity and Conceptual Change: Some Practical Ways Forward |
| 3.23 |
ÌýSexualities Sex education: policy and practice |
Ìý060 Heteronormativity and Sex Education: What is the cost to girls? 219 Discursive silences: A content and critical linguistic analysis of the 2014 SRE guidance for England and Wales 913 Blurred Lines: (Re)negotiating the Roles of Student, Teacher and Researcher in Sexuality Education |
| 3.24 |
ÌýSocial Justice Freedom to learn: alternative systems of education and social inequality |
Ìý673 Re-visioning comprehensive schooling: From education for the few to education for all 677 ‘Democracy is not only something to fight for, it is something to fight with’: how democracy is possible in publicly funded schools and why we should extend it 678 Educations and educationism: Why access to the concept of educational alternatives is an issue of in/equality 679 Exploring student and staff perspectives on freedom and autonomy: a cross- sectoral case study from Denmark |
| 3.25 |
ÌýSocial Justice Educational approaches to developing social justice in practice |
Ìý046 Social justice on the edge: teaching for citizenship in low socioeconomic schools 442 Critical Hits and Critical Spaces: Roleplaying Games and Their Potential in Developing Critical Literacy and new Literacy Practices 568 Education for building capabilities: Social justice implications in focus 160 Creative Subjects? Critically Documenting Art Education and Disability |
| 3.26 |
ÌýSocial Theory and Education Social theory and the politics of schooling |
Ìý430 Uses and abuses of primary education: the relation of primary to secondary schooling in England from 1870 to the present 058 Space, School and Exclusion 676 Education: the role of ‘others’ |
| 3.27 |
ÌýTeacher Education and Development Perspectives on poverty, fairness and teacher education |
Ìý646 Education: Fair or Foul? 651 Poverty and Education: dialogues with student teachers 654 Student teachers’ perceptions of Child Poverty and Educational Attainment |
| 3.28 |
ÌýTeacher Education and Development Sites for professional learning |
Ìý234 Fragmentation in Teacher Education – an examination of current policy and practice in England 414 What universities bring to initial teacher education: partnership models to promote critical reflection and professional learning |
| 3.29 |
ÌýTeacher Education and Development Social networking and digital literacy |
Ìý652 Pre-service teachers using and reflecting on social networking sites (Facebok, Edmodo) for cooperative learning in teacher education programs 255 Primary trainee teachers digital literacy experiences and classroom practice 747 The DigiLit Leicester Project: A Critical Evaluation |
| 3.30 |
ÌýYouth Studies Curriculum in informal education: UK Perspectives |
028 Towards a viable concept of curriculum in youth work 120 The development and use of curriculum in youth work in Northern Ireland 121 Co-constructing an excellent curriculum for youth work – a Scottish perspective 123 Curriculum in the context of youth work in Wales |