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K#kaleidoscope2019
2019
K#kaleidoscope2019
2019
Kaleidoscope
Conference
Abstract submission deadline: April 15, 2019
Participant registration deadline: May 13, 2019
@cambridgekscope
Crossroads in Education: How do theory, policy,
and practice intersect around the globe
Keynote Speakers: Pat Thomson (Virtual)
James Underwood
KALEIDOSCOPE 2019
KaleidoscopeConference 2019
http://tinyurl.com/yyhj57p7
May 30 & 31, 2019
Early Bird Registration Deadline: May 3, 2019Participation Registration Deadline: May 17, 2019
Crossroads in Education: How do theory,
policy and practice intersect around the globe?
- 1 -
CONFERENCE OVERVIEW
DAY 1
9:00 Conference Booklet Collection In front of GS4
9:45 Conference Opening GS4/GS5
10:00 Keynote 1 GS4/GS5
11:00 Coffee Break & Posters GS5
11:30 Arts Kaleidoscope GS4/GS5
12:30 Lunch & Posters GS5
13:45 Parallel Student Presentations 1, 2, 3, 4 GS3, 2S5, 2S7, 2S8
15:15 Workshops 1, 2, 3 2S5, 2S7, 2S8
16:15 Coffee Break & Posters GS5
16:30 Parallel Student Presentations 5, 6, 7, 8 GS3, 2S5, 2S7, 2S8
18:00 Free Time
19:00 Conference Dinner Nines Global Buffet
DAY 2
8:45 Conference Booklet Collection In front of GS4
9:00 Keynote 2 GS4/GS5
10:00 Coffee Break & Posters GS5
10:15 Panel Discussion 1 GS4/GS5
11:15 Parallel Student Presentations 1, 2, 3, 4 2S3, 2S5, 2S7, 2S8
12:45 Lunch & Posters GS5
13:45 Panel Discussion 2 GS4/GS5
14:45 Workshops 1, 2, 3 2S5, 2S7, 2S8
15:45 Coffee Break & Posters GS5
16:00 Parallel Student Presentations 5, 6, 7, 8 2S3, 2S5, 2S7, 2S8
17:00 Drinks Reception GS5
- 2 -
CONFERENCE PROGRAMME
DAY 1: Thursday the 30th of May 9:00 Conference Booklet Collection
In front of GS4
9:45 Conference Opening
Chair: Joyce Lim, Deputy Chairs: Krishna Kulkarni, Elly Tai
GS4/GS5
10:00 Keynote 1
Title:
Dr. James Underwood
GS4/GS5
11:00 Coffee Break & Posters
GS5
11:30 Arts Kaleidoscope
GS4/GS5
12:30 Lunch & Posters
GS5
13:45-
15:15
Parallel Session 1
MATH/SCIENCE
EDUCATION
GS3
Chair: Kristi
Nourie
Parallel Session 2
PRACTITIONER
RESEARCH/
PEDAGOGY
2S5
Chair: James
Underwood
Parallel Session 3
EDUCATION
POLICY
2S7
Chair: Nasia Kotsiou
Parallel Session 4
GENDER &
IDENTITY/
INCLUSIVE
EDUCATION
2S8
Chair: Dami So
13:45 Students’
visualization
competence on and
integration of
textbook
representations to
understand
photomicrograph,
the case of villi
Ching Ka Cheung
Exploring
intersectionality
and positionality in
the context of
practitioner
research
Ivelina
Bashliyska, Sarah
Cave,
Lee Livingston-
Thomas,
Girant Malloch
Towards a socio-
material understanding
of the formation of
teachers’ professional
knowledge
Ruth Unsworth
Theorizing belonging
for unaccompanied
asylum seeking children
in educational spaces in
England
Catherine Ward
- 3 -
14:05 The influence of
educational
cartoons on
mathematics
attainment in
Tanzania
Joe Watson
Considering my
pedagogy of
teacher education
in Chinese
university via self-
study methodology
Jane Kong
The impact of a
conditional cash transfer
program on girls’
educational and
economic outcomes:
Empirical evidence from
Pakistan
Saba Arshad
The reflection of gender
stereotype in cartoons
and the influence for
children’s learning
ability development:
Snow White versus
Peppa Pig
Xuyang Liu
14:25 Changing
Perceptions of
Mathematics
through Lesson
Study
Hannah Owen
Collaborative,
teacher-student
inquiry into service
learning: ethical
practice through a
Pedagogy of
CARE
Victoria Wasner
‘Breadth’ of change to a
narrowing British
curriculum: exploring
policy perspectives
using ASDAN’s
curriculum as a case
study
Melisa Porter
The Male Montessorian:
the mattering of gender
through pink towering
practices
Sid Mohandas
14:45 Parents, practitioners
and politics: between the
policy and practice
nexus in rural,
Northcentral Nigeria
Bukola Oyinloye
“Even now I am not sure
if what we were doing
was just theater acting".
Learning through a
student theatrical
collectivity
Angeliki Lima
15:05 Discussion Discussion Discussion Discussion
15:15 Workshop 1
2S5 Researching with Children in
Developing Countries: Methods
and Approaches That Work
(Insights from my Study)
Isang Awah
Workshop 2
2S7 Embracing Open Science: What,
Why and How
Maria Tsapali
Annie Zonneveld
Workshop 3
2S8 A shared Framework for
mathematics education: creating
a knowledge map that could
change practice on multiple
levels
Lucy Rycroft-Smith
Darren Macey
16:15 Coffee Break & Posters
GS5
16:30-
18:00
Parallel Session 5
RESEARCH
METHODS &
APPROACHES
GS3
Chair: James
Underwood
Parallel Session 6
CULTURAL
DIVERSITY/
EDUCATIONAL
PSYCHOLOGY
2S5
Chair: Vicky Zhao
Parallel Session 7
PRIMARY &
SECONDARY
EDUCATION
2S7
Chair: Catherine
Ward
Parallel Session 8
EDUCATION
POLICY/
INCLUSIVE
LEARNING
2S8
Chair: Rachel Wei
16:30 Researching within
places of study and
workplaces: can
Inside the nebula of
an intercultural,
pedagogic analysis:
Greek primary school
students’ socio-
Working together with
researchers and
governments
- 4 -
research be a vehicle
for student and
workplace voice?
Dorcas Fakile,
David Khanh
Vuong,
Rabab Sehr
when stars begin to
take shape
Ana Mocanu
scientific views of
vegetarianism
Maria Tsapali
Chris Martin
16:50 Seeing things as a
stranger: the
challenges and
possibilities of
conducting research
as an ‘outsider’.
Narretta Bala,
Aschapan Boonkua,
Linh Nguyen,
Bose Omotoye,
Nhi Tuyen
Lived experiences of
Asian child and
adolescent therapists:
A narrative inquiry
Dami So
Exploring Teacher
Understanding and
Application of
Continuous Provision
in Key Stage One and
Key Stage Two
Rebecca Trollope
Neoliberalism and its
micro-dispositifs: A
study of Cambridge
Assessment
International
Education and a
Cambridge School in
Myanmar
Thu Thu
17:10 Science education
outside the classroom:
exploring
opportunities from
research-practice
partnerships towards
a critical scientific
literacy in Chile
Gonzalo Guerrero
What makes
bystander helping
more likely? The role
of group membership
in British students’
bystander reactions to
the exclusion of
immigrants
Ayse Sule Yuksel
Exploring Respectful
Attitudes and
Behaviours toward
others among
Secondary School
Students in England
and Turkey: The
Psychometric
properties of the
Respect Inventory
Humeyra Guleryuz
Erken
Understanding the
emergence of public
engagement in a
research network
Laurene Cheilan
17:30 The use of Systems
Dynamics modelling
in Education
Research
Liz Killen
Letters Between My
Selves: A Critical
Autoethnographic
Epistolary on
‘Cultural Humility’ in
the Context of
Canadian Music
Teacher Education
Hayley Janes
17:50 Discussion
Discussion Discussion Discussion
18:00-
18:30
Free Time (Meet in front of GS5 @ 18:45)
19:00 Conference Dinner at Nines Global Buffet
Address: Cambridge Leisure Park, Clifton Way, Cambridge CB1 7DY
- 5 -
DAY 2: Friday the 31st of May 8:45 Conference Booklet Collection
In front of GS4
9:00 Keynote 2
Title:
Dr. Pat Thomson
GS4/GS5
10:00 Coffee break & Posters
GS5
10:15 Panel discussion 1
Title: What’s next?: From master’s to PhD & PhD onwards
Speakers: Dr. Winnie Pui, Kevin Martin, Vicky Zhao, David Carter, Zenith Law
Convener: Catherine Ward
GS4/GS5
11:15-
12:45
Parallel Session 1
LITERATURE/
ARTS &
CREATIVITY
2S3
Chair: Krishna
Kulkarni
Parallel Session 2
LANGUAGE
AND
EDUCATION
2S5
Chair: Danyang
Zhang
Parallel Session 3
TECHNOLOGY AND
EDUCATION
2S7
Chair: James Underwood
Parallel Session 4
EDUCATIONAL
ASSESSMENT
2S8
Chair: Kristi Nourie
11:15 Finding my place:
the cross-roads and
intersections of
space, place, and
identity in
contemporary and
literary London
Chris Hussey
From Professional
Learning to
Professional
Practice: Narrative
Inquiry into the
Mobilisation and
Enactment of
Malaysian ESL
Teachers'
Technological
Pedagogical Content
Knowledge
(TPACK)
Cynthia James
Children’s social media
use and academic
achievement
Athanasia Kotsiou
‘No person is an
island’: a staff-student
collaborative research
project on group
assessment as a mode
of assessment
Gareth Bramley
- 6 -
11:35 Do We Really
Know What They
Value? An Arts-
based Investigation
into Syrian
Students’
Capabilities in a
Public School in
Lebanon: Their
Education Quality
through a Social
Justice Lens
Basma Hajir
Exploring the
relationship
between
expectancy-value
theory of foreign
language
motivation and
anxiety among
Chinese EFL
pupils
Xiaoyi Hu
Use of Mobile
Technologies in
Museums: The
Relationship between
Augmented Reality Tools
and Participatory Visitor
Experience
Huseyin Ulukuz
Teachers’ Conceptions
and Practices of
Formative Assessment
in Science in Malaysian
Primary School
Jahari Jainal
11:55 The Kickstarter
Creative Arts
project-from policy to practise,
transforming the
classrooms of rural
Primary Schools in
South Africa
Alison Green
Exploring teachers’
beliefs about the
application of
policy to practice:
The case of English
as an Additional
Language (EAL)
provision in one
mainstream
Primary School in
Eastern England
Grace Bentham
The introduction of
technology in primary
schools in Lagos, Nigeria
Bose Omotoye
Theory, policy and
practice in
mathematics- a
comparative study
based on international
large-scale assessments
Tevfik Can Karabiyik
12:15 An artographic
new spoken word
poetry programme
for developing
narrative identities
in a Macedonian
prison: Two
portraits of young
offenders as poets
Afrodita Nikolova
Measuring English
Teacher’s Return
of Investment
Pritz Hutabarat
Why do language
teachers use/do not use
ICT in teaching and
learning in Higher
Education in Kazakhstan:
a mixed research study of
language teachers in
single University
Akmarzhan
Nogaibayeva
What are the main
theoretical accounts of
PISA as a tool of
Global Governance?
Elly Tai
12:35 Discussion
Discussion Discussion Discussion
12:45 Lunch & Posters
GS5
13:45 Panel discussion 2
Title: Research to Practice
Speakers: Rush Kershner, Keith Taber, Nat
Convener: Krishna Kulkarni
GS4/GS5
14:45 Workshop 1
2S5
Workshop 2
2S7
Workshop 3
2S8
- 7 -
Systematic reviewing – from
selection to publication: dos
and don’ts learnt from a
“Teacher Knowledge” project
Manzoorul Abedin
Methodology as a Means of
Meaning-Making: a practical
workshop using
collage-creation to help find
oneself in the busy-ness of policy
and
practice.
Suzanne Culshaw
Hands-on Learning with
Building Blocks: How Play-
based Setting can Set Students
Up for Success in our
21st Century Classroom
Winnie Pui
15:45 Coffee Break & Posters
1S3
16:00-
17:10
Parallel Session 5
SOCIOLOGY OF
EDUCATION
2S3
Chair: Danyang Zhang
Parallel
Session 6
SPECIAL
EDUCATION
2S5
Chair: Elly Tai
Parallel Session 7
PROFESSIONAL
DEVELOPMENT
2S7
Chair: Vicky Zhao
Parallel Session 8
EDUCATION,
POLICY AND
PRACTICE
2S8
Chair: Nasia Kotsiou
16:00 Recontextualising meaning-
potential and practitioner
agency in the struggle for
control of the Pedagogic
Device” or, “What do I do to
knowledge when I put it in
my curriculum?” Translating
Bernstein into a theory-based
tool to support practitioner
curriculum-making
Siobhan Dickens
Why research
autistic
women’s
experiences of
Higher
Education?
Sophie
Phillips
The Network
Literature Review:
mapping the
collaborative nature
of knowledge
creation
Thomas Cowhitt
The Philosophy of
Moral Education in
21st Century China;
Adhering to Tradition
Or Embracing
Globalization?
Leigh Scott
Lawrence
16:20 Education Mobility through
International Higher
Education and Aspirations to
Become the Global Middle
Class: Perspectives of South
Korean, Japanese and
Chinese Graduate Students
Donghui Seo
The
contribution of
curriculum to
developing
inclusive
practices for
primary aged
students with
disabilities and
special
educational
needs in
Greece
Aikaterini
Magdalini
Mourelatou
Navigating a complex
pedagogical
landscape: Case study
of a progressive early
years model in Hong
Kong
Virginia Humpage
Teaching Peace in
contexts of
Inequality, Insecurity
and Polarisation
Robert Skinner
16:40 Immigrant-background
children and maintenance of
community language: can
Bourdieu help us understand
The impact of
the inclusion of
visually
impaired pupils
Teacher professional
development for
changing epistemic
beliefs through
A case study of
student perceptions
of behaviour
- 8 -
parental decisions and
practices?
Ania Gruszczynska
on the teaching
and learning of
others:
methodological
issues from a
pilot study
Clare Martin
dialogic history
education: A design-
based research study
Chih Ching Chang
management in an
independent school
Laura Oxley
17:00 Discussion
Discussion Discussion Discussion
17:00-
18:00
Drinks Reception
GS5
Poster Presentations
GS5 Coffee and
lunch break
on both days
Narratives of Women’s Education Experiences in
Conflict-Affected Settings: An Autoethnography
Snapshot of Kabul
Hogai Aryoubi
Teachers' professional development: What do
experienced teachers want to learn and how do they
value learning it?
Maria Fox
All people have the right to education: the
examination of the gap between international law and
education practice in the case of refugee in Germany
and Turkey '
Chang Liu
Exploring teachers’ understanding and practices with
students with Autism Spectrum disorder (ASD) in an
inclusive primary school in the Kingdom of Saudi
Arabia. A Case Study
Abdulmalik Alkhunini
‘Teaching for creativity in 21ST century: challenges
and potential solutions’
Yujing Liu
Experiences of behaviour management: a case study of
one senior school leader at a secondary school
Laura Oxley
"When you have to respond, it is like: Ouch!" The
Effectiveness of the communicative approach in a
classroom, and the acquisition of the second language
for a group of FE students
Laurence Bassingha
A new look at the association between socioeconomic
status and educational outcomes in International
Large-Scale Assessments
Nurullah Eryilmaz
Roma responses to deficit discourses: a case study of
a segregated school in Romania
Simina Dragos
The experiences of knowledge sharing among recently
qualified teachers through the lens of Community of
Practice.
Ivelina Bashliyska
Re-interpreting Quality: A Discourse Analysis of the
Philadelphia Afterschool Youth Development
Program Sector
LauraWeiner
Sociological perspectives on research contribution
(RC) of International PhD students in the context of
UK Higher Education
Emrah Yildirim
Analysis of attributions on the existing problems of
sex education in contemporary China.
Yutong Cheng
Shangrui Song
"Myth of being replaced by AI”---Teacher agency in
artificial-intelligence-equipped EFL classes in China?
Yurou Song
An analytical framework on state-NGO relations:
rethinking the interplay between theory, policy and
practice
Wanning Zhang
Education Informatization Policy in China
Honghuan Li
- 9 -
Analyzing the multi-layer effect of high stakes
assessment on education in the era of globalization
Ailin Mao
datadrivendance - computer science education through
the world of classical ballet
Genevieve Smith-Nunes
Curricular responses to mobility: Internationalisation
of the curriculum and education for 'global
citizenship'
Gina Cui
‘Creating Characters’: How virtue attainment and
character education are practiced within online gaming
communities
Garth Rollings
Teacher Evaluations of Student Behavior in High
Poverty Urban School Districts: Investigating
Measurement Invariance across Groups and Time
Annie Zonneveld
KEYNOTE 1: DR. JAMES UNDERWOOD
University of Northampton
Individual, local, global: finding our voice and place as researchers, now and into the future
A keynote in three parts:
1) My own story: teacher, school leader, teacher researcher, academic, university faculty leadership. How
practice has shaped my research. How research has shaped my practice.
2) Positioning the different ways schools and teachers engage with research and how that in turn potentially
positions academic researchers.
3) Looking forward: changes in schools and universities and what this mean for research and researchers,
concluding with some thoughts on where a PhD graduate qualifying today may be working over the next 20
years as both school and university sectors change.
PROFILE
Dr James Underwood is a Principal Lecturer and is the ‘Subject Leader for Teachers’
Continuing Professional Development’ at the University of Northampton. The
University of Northampton, which was founded in 2005, is one of only two ‘Ashoka
U’ awarded universities in the UK. This award is given in recognition of the social
impact a university has on its local community. The University of Northampton has
the largest Black British student population of any UK university and at less than 1%
among the lowest proportion of privately educated students. It is also distinct for
having a high proportion of mature students and first generation university students.
James taught for 19 years before becoming a Principal Lecturer at the University of
Northampton. The majority of this time was in the British state sector, in secondary schools. As well
as teaching history he was on the school leadership team of a state secondary school (students aged 11-18)
and subsequently of a sixth form college (students aged 16-18). He completed his doctorate in education at the Faculty
of Education, at the University of Cambridge before taking his current position at the University of Northampton. His
research interests include: the nature of professional communities, teachers’ knowledge sharing, non-positional
leadership, using practitioner research to achieve school improvement and social impact, and using the arts to enable
school improvement.
- 10 -
SELECTED PUBLICATIONS
Underwood, J & Joshevska, M (2019). A Proposed Typology of Knowledge Sharing within Communities of
Teachers: A Comparative Case Study Focusing on England and Macedonia . The IAFOR Journal of
Education (in press, release 1st June 2019).
Underwood, J. & Kowalczuk-Walędziak, M. (2018). Conceptualising professional communities among
teachers. The Polish Journal of Educational Studies. 71(1), 123-142.
Cox, A., & Underwood, M. J. (2018). Exploring a moment of practice: a structured reflective conversation.
CollectivED 1(6) 91-93.
Underwood, J., & Xu, C. (2017). Who is my research for? Positioning ourselves as researchers. Workshop
presented to: Kaleidoscope Education Research Conference, 2017, University of Cambridge, 01-02
June 2017.
Yanyue, Y. and Underwood, J. (2016) Torn between expectations and imagination: alternative forms of
communicating educational research. CORERJ: Cambridge Open-Review Educational Research e-
Journal. 3(1), pp. 63-77. 2056-7804.
KEYNOTE 2: DR PAT THOMSON
The University of Northampton
The practicalities of good theory
In education research, theory generally has implications for practice. This may not be immediately obvious
and it may take some work to think about how theory is animated and materialized. I will offer three
examples from our current TALE (Tacking Arts Learning and Engagement, see researchtale.net) research
which use different theoretical resources- subject choices as resistance (1), arts broker teachers (2) and
cultural capabilities for cultural capabilities for cultural citizenship (3). I will show the practical implications
that might result from each. (1) THOMSON, PAT, HALL, CHRISTINE, EARL, LEXI and GEPPERT, CORINNA, 2019. Subject Choice As Everyday
Accommodation /Resistance: Why Students In England (Still) Choose The Arts Critical Studies in Education.
(2) THOMSON, PAT, HALL, CHRISTINE, EARL, LEXI and GEPPERT. CORINNA, 2019. The pedagogical logics of arts
rich schools: a Bourdieusian analysis British Journal of Sociology of Education.
(3) THOMSON, PAT, HALL, CHRISTINE, EARL, LEXI and GEPPERT, CORINNA, 2019. Towards an arts education for
cultural citizenship. In: RIDDLE, STEWART and APPLE, MICHAEL, eds., Reimagining education for
democracy London: Routledge. (In Press.)
PROFILE
Professor Pat Thomson PSM PhD FAcSS FRSA is Convenor of the Centre for
Research in Arts, Creativity and Literacy (CRACL). . Pat is known for her
interdisciplinary engagement with questions of creative and socially just learning
and change. Much of this work has been in collaboration with Professor Christine
Hall.
Pat has had a long term research partnership with Professor Barbara Kamler
with whom she writes about academic writing (see publications). Her academic
writing and research education blog 'patter' is archived by the British Library and
posts are frequently republished elsewhere. Her research activities can be seen on a range
of websites - the TALE project, the Signature Pedagogies project, I worked at Raleigh, the Get
Wet project, Performing Impact, Cultural Value and Live Art, and Quality in Alternative Education.
She is an Editor of the international peer refereed journal, Educational Action Research (Taylor and Francis).
- 11 -
She is an Adjunct Professor at the Free State University, South Africa, Visiting Professor at the University of
Iceland, a Visiting Professor at Deakin University, Victoria, Australia and a visiting Associate in the School
of Education, University of Western Ontario.
Pat is on the Editorial Boards of the Journal of Educational Administration and History, Teaching Education,
Education Review, the Journal of Education Policy, International Journal of Leadership in Education,
International Journal of Research and Methods in Education, the Australian Educational Researcher,
Ethnography and Education, Improving Schools and the Journal of Educational Administration and
Foundations.
SELECTED PUBLICATION
BAROUTSIS, ASPA, RIDDLE, STEWART and THOMSON, PAT, eds., 2019. Education Research and the Media:
Challenges and Possibilities Routledge.
THOMSON, PAT, THORPE, ANNIE and DONAGH, HOLLY, 2019. Arts for multicultural diversity: A case study
from England. In: FERRO, LIGIA and WAGNER, ERNST, eds., European Network of Arts Observatories
Yearbook 2018 Springer. (In Press.)
KAMLER, BARBARA and THOMSON, PAT, 2016. Detox your writing: Strategies for doctoral
researchers Routledge.
HALL, CHRISTINE and THOMSON, PAT, 2017. Inspiring school change: Transforming schools through the
creative arts Routledge.
THOMSON, PAT and HALL, CHRISTINE, 2017. Place based methods for researching schools Bloomsbury.
THOMSON, PAT, 2017. Educational leadership and Pierre Bourdieu Routledge.
PANEL DISCUSSION 1
What’s next?: From master’s to PhD and PhD onwards Dr. Winnie Pui, Kevin Martin, Vicky Zhao, David Carter, Zenith Law
PANEL DISCUSSION 2
Research to practice: To what extent is research applicable in practice? Professor Keith Taber, Dr. Ruth Kershner, Nat Day, Jenna Watson, Kevin Glasgow
- 12 -
ARTS KALEIDOSCOPE 2019
May 30th, 2019
10.00am-11.00am
GS4/GS5
“Reflections on Arts Kaleidoscope 2019: A Conversation on Arts-Based Research”
In February 2019, a group of postgraduate students organized the annual Arts Kaleidoscope event. Arts
Kaleidoscope is a showcase of arts-based research practices and this year, featured an array of artistic
explorations around topics such as fashion, youth loneliness and mental health, the intersection and
intermingling of computer sciences and dance, and the performance of silence. Join us for reflections and
conversations around this event, the significance of arts-based research, and the future potential for the
integration of the arts in educational research.
Acknowledgments
The conference would not have been possible without the commitment of time and energy
from many people along the way. We are grateful for the generous support and help given by
the staff from the Faculty of Education, University of Cambridge. In addition to that, we
wish to thank the following committee members:
Conference Chair Joyce Lim
Deputy Chairs Elly Tai
Krishna Kulkarni
Conference Team Catherine Ward
Danyang Zhang
Elly Tai
Joyce Lim
Kevin Martin
Krishna Kulkarni
Kristi Nourie
Nasia Kotsiou
Rachel Wei
Vicky Zhao
Logo and Poster Design Kevin Martin
Booklet Design Joyce Lim
Elly Tai
- 13 -
Abstract Review Aigerim Korzhumbayeva
Aliandra Barlete
Catherine Ward
Dami So
Danyang Zhang
Eddy Li
Elly Tai
Hiba Hamdan
Hui Ki Chan
Isang Awah
Jing Li
Julie Bailey
Krishna Kulkarni
Kristi Nourie
Livia Landini
Maoxiao Xia
Nasia Kotsiou
Sin-Yi Chang
Tamer Said
Thu Thu
Vicky Zhao
Yuliana Dementyeva
Rachel Wei
Arts Kaleidoscope Jennifer Tuckett
Session Chairs Catherine Ward
Dami So
Danyang Zhang
Elly Tai
James Underwood
Krishna Kulkarni
Kristi Nourie
Nasia Kotsiou
Vicky Zhao
Photography Angus Whitby
Haozhe Li
Kaleidoscope Book of Abstracts
Students’ visualization competence on and integration of textbook representations to understand photomicrograph: the case of villi Students utilize multiple representations to understand and communicate science, through which they create, interpret and analyze different representations (Ainsworth, Prain, & Tytler, 2011; Tytler, Prain, Hubber, & Waldrip, 2013). To learn biology effectively, students need to understand representations that involve microscopic entities (Tsui & Treagust, 2013) and the underlying processes. A photomicrograph is one of these representations which conveys the structures of cells and tissues. It has been long argued that students were weak in perceiving cells compared to macroscopic entities (Eilam, 2013). However, there was only a small body of research investigating how students utilize photomicrographs to learn biology. This study uses a mixed-method approach to explore students’ representational competence and learning strategies with photomicrograph. Questionnaires will be administered to 50 students in a British college to examine their representational competence with a photomicrograph showing villi. They will then be divided into three levels of representational competence according to the results in the questionnaire survey and their learning strategies with the photomicrograph will be further investigated by semi-structured interviews. The results of this study may inform teachers about the difficulties students may face when they utilize photomicrograph to learn biology. Ka Ching Cheung University of Cambridge [email protected]
The influence of educational cartoons on mathematics attainment in Tanzania
Oral Presentations- Day 1
Parallel Session 1- MATH/SCIENCE EDUCATION
- 14 -
The primary purpose of this study is to examine the effect of normal educational television viewing in everyday settings on
mathematics capability. While existing research has demonstrated that educational media can have a positive impact on learning
amongst children in sub-Saharan Africa, this has not previously considered the effect of day-to-day viewing in this context. This
gap in the literature is addressed through mixed methods research on Ubongo Kids, a Tanzanian produced programme featuring
primary school-level mathematics content. The quantitative component of analysis uses nationally representative data, collected
by Uwezo Tanzania between 2011 and 2017. Cross-section models concerning the effect of exposure on individuals both within
districts and within households are applied to the 2017 dataset. Controlling for age, sex, wealth, school enrolment, mother’s
education and Kiswahili attainment, these models suggest that exposure to educational television significantly increases
mathematics capability. These results are supported by descriptive quantitative analysis using pooled Uwezo datasets, in which
district maths ranking is considered alongside district-level exposure. Interviews with viewers of the show inform quantitative
findings. Chiefly, interviews suggest that the educational benefits of television viewing might extend beyond the mathematics
measures employed in models. Given the sizeable educational television audience in Tanzania, these findings could have
important implications for future educational media policy.
Joe Watson
University of Cambridge
Changing Perceptions of Mathematics through Lesson Study
In conversations about Mathematics with both adults and children, the most common response is ‘I’m not very good at
Mathematics and at school I shared this opinion. I was not ‘good’ at mathematics because I was not on the same text book as my
close friends – they were on ‘Purple’ and I was only on ‘Red.’ Sociocultural theory indicates that this attitude be a reflection of
the culture in which the person finds themselves. So, it follows that the approach the school adopts towards Mathematics will
influence children’s perceptions of the subject. Research into the teaching of Mathematics in schools identifies that a focus on
rules and procedures, reinforces negative opinions of the subject and that a curriculum based on the concepts, principles, thinking
and reasoning that underpins the “maths of the world”1 can bring about a change in these attitudes.Implementing a cultural change
such as this required a solution that focused not just on improving children’s engagement and motivation towards Mathematics,
but also on altering teachers’ perceptions of Mathematics teaching. Lesson Study was therefore adopted as a collaborative model
that could facilitate the development of teachers’ thinking and reasoning, through the use of language to creatively seek solutions
to problems. My research focus was to identify whether Lesson Study could lead to a shift in teachers’ perceptions of
Mathematics and encourage them to adopt an approach to the teaching of mathematics which focused on the building of cognitive
connections. My study looked at the outcomes from two lesson study groups who conducted four research cycles each. Data was
collected in the form of interviews which was analysed using thematic coding.My findings suggest that the lesson study model
supported and empowered teachers to experiment with new approaches in research lessons and that through discussion, teachers’
perceptions of mathematics changed. However, inconsistencies in outcomes between the groups have raised further questions
about the teacher learning with the lesson study model which I am continuing to investigate.
Hannah Owen
University of Cambridge
Exploring intersectionality and positionality in the context of practitioner research
Practicing teachers who are engaged in research, because of this dual identity, are at a nexus where theory, practice and policy meet. Our perceptions of the potentials and challenges of linking theory, policy and practice are distinct and significant. Therefore in this multi-author paper we explore ways in which those teachers, who are engaged in research, interpret their own intersectional identities in one of the most culturally diverse areas of the UK: namely, the towns of the Midlands. We frame this presentation around two aspects of our conceptual journeys and we present this in the teacher leadership tradition of a patchwork paper. Via the first of these we present a discussion of how our multiple-identities have shaped our professional journeys. Via a second proposed framework we also discuss our reasons for conducting this research, the ways these emerged from our professional and personal identities and how we have managed the roles of teacher and researcher, including the methods and paradigms that we are drawn to. The authors of this study are all recently or currently practicing teachers or teaching assistants. They are all also postgraduate researchers (and often too participants in the research of others), these dual research identities are also discussed and explored. The methods used to inform this paper are entirely qualitative and include interview and auto-ethnography but also other approaches. The paper addresses the implications and importance of understanding the identity, motivations and contributions to understanding of teacher-research in regions where classrooms are places of global interaction. This includes discussion of their plans or methods for dissemination and how we place ourselves within the wider academic community.
Parallel Session 2 – PRACTITIONER/RESEARCH/PEDAGOGY
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Ivelina Bashliyska, Sarah Cave, Lee Livingston-Thomas, Girant Malloch
Considering my pedagogy of teacher education in Chinese university via self-study methodology
With years of experience teaching before I came to Canada for my doctoral studies, I once felt I would never
have to make any major changes in my teaching practice. However, it turned out that ideas stimulated by my
observation and practice of teaching and learning in the Canadian higher educational environment led me to
fundamentally reconsider my concepts of education. In this paper I will use self-study methodology to
analyse critically how and why some of ideas about education have been challenged – initially by
experiences in Canadian higher education and, more recently, in Chinese higher education.Self-study of
teaching and teacher education practices provided me opportunities to investigate the educational practice in
both Chinese and Canadian contexts. The methodology encouraged me to reflect on my educational practice
and develop a new way of teaching combining the methods I used in China and the new perspectives I
gained through doctoral work.When I went back to China and applied my new ideas into teaching practice, I
noticed a dramatic different response from the students and other teachers at my teaching practice. I felt as
though some of my ideas were greeted with suspicion and derision. Again, I have turned to self-study
methodology to examine the sources of my identity as a teacher, in particular, as a way of making sense of
returning to a context of teaching and learning that was once quite familiar to me.
Jane Kong
Simon Fraser University of Canada
Collaborative, teacher-student inquiry into service learning: ethical practice through a Pedagogy of CARE
The kind of educational model that encourages young people to engage positively on both a local and global scale is one that sees
teachers embodying and acting upon their own educational principles. This presentation introduces a pedagogical framework of
CARE that has been conceived as a result of a year-long doctoral practitioner inquiry within the context of an international school
in Central Switzerland. The acronym ‘CARE’, whilst at once representing the underlying stance of caring, also stands for the
required and desired personal attributes and pedagogical principles within ethical collaborative inquiry in practice; one is
conscious, active, responsible and experimental, and one engages in a practice of consciousness, action, responsibility and
experimentation.Within the context of the International Baccalaureate Diploma Programme, the practitioner-researcher in this
inquiry, along with seven high school student researchers (Team Change Makers) worked together over the academic year of
grade 11, engaging in a democratic, critically reflective process about service learning, with the intention of transforming its
practice within the school. Within different cycles of inquiry, and driven by both practitioner and co-constructed research
questions, a rich variety of qualitative methods were employed that both reflected and responded to the reality of the research
context; these included individual and group visual methods, focus groups, written reflections and semi-structured
interviews.Pedagogy becomes fundamentally ethical when teachers engage with students in collaborative, practice-based research
that is democratic and radical in its intent and process; the CARE framework represents this within the Team Change Maker
context.
Victoria Wasner
International School of Zug and Luzern
Towards a socio-material understanding of the formation of teachers’ professional knowledge
This paper explores teachers’ professional knowledge and action as constructions resulting from complex socio-material
interactions. Taking an actor-network theory approach to the analysis of data constructed through observations and semi-
structured interviews conducted in a primary school in the north of England, this paper foregrounds the interplay of human and
non-human actors in tracing the actors involved in ‘performing into being’ (Latour 2005) professional knowledge and action.
Situated within a wider study of the formation of teacher professionalism, this paper explores the influence of texts used and
created by practitioners on the formation of professional knowledge and action. Drawing on theories of literacy as social practice
(Barton, 2017), the interactions between teachers and networks of texts are presented as shaping collaborative negotiations of
Parallel Session 3 - EDUCATION POLICY
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professional knowledge. The power of these text-teacher networks as part of this inter-relational formation of professional
knowledge and action is traced through ethnographic observations of moments of the creation of new texts, highlighting inter-
textual hierarchies and the translation of policy/theory into context-based professional knowledge and practice. Emerging from
this perspective is an argument for greater consideration, both in terms of political as well as theoretical contexts, of the mediating
role of texts within the formation of teacher professionalism. Scripted definitions of teachers professionalism are problematised
and it is posited that professionalism is instead best understood and developed from a view centred within its socio-material
formation.
Ruth Unsworth
The British School In Tokyo
The impact of a conditional cash transfer program on girls’ educational and economic outcomes: Empirical evidence from
Pakistan
This study aims to evaluate the long-term impact of the Female Secondary School Stipend Program (FSSSP), a gender-targeted
Conditional Cash Transfer (CCT) program in operation in Pakistan since 2004. This program is targeted to girls enrolled in grades
6-10 in public schools in 15 out of 34 districts in Punjab, Pakistan that ranked lowest in terms of the adult literacy rate. The stated
objective of most CCT programs to reduce gender inequalities and intergenerational poverty is directly linked to the human capital
theory. However, as girls' education also has many positive ripple effects on social and economic development, CCT programs
allude to multiple theoretical justifications. This study provides empirical evidence about the underpinning theories of CCT and
how it colludes in policy practice. The key contribution of this thesis to the academic literature is to provide an insight that how
the socio-economic impacts of FSSSP vary across different age cohorts over the long term and explore how impacts differ with
the cumulative level of exposures and variation in the stipend value over time.Unlike other CCT programs around the world, the
FSSSP was not implemented as a randomized control trial. I will, therefore, rely on two different quasi-experimental policy
evaluation approaches to evaluate the program: difference-in-differences (DD) and regression discontinuity (RD). While
numerous rigorous impact evaluations have shown that FSSSP has been successful in increasing school enrolment and attendance,
the evidence on learning achievement is still mixed. This study also provides evidence on the impact of FSSSP on girl’s
educational performance and a higher chance of progress in later grades.
using a national level secondary school completion exams dataset.
Saba Arshad
University of Bristol
Breadth’ of change to a narrowing British curriculum: exploring policy perspectives using ASDAN’s curriculum as a case
study
Background: Education remains a central element of modern life, shaping economies, moral standards and social development.
However, in both developed and developing countries educational policies and practices aimed at achieving equality and well-
being continue to be a challenge. Scholarly discourses call for curriculum development to be aligned with values that promote the
professional, social and personal development of learners, instead of a single axis focus on cognitive outcomes. Aims: This study
explores:(i) perspectives on the aims and purposes of education in England and how global insights have shaped the narrowing of
the curriculum. (ii) the extent to which England’s curriculum meets leaners needs and promotes equality— addressing barriers to
learning and equipping learners to become global citizens.Methods: This study utilises qualitative methods, looking at ASDAN’s
curriculum as a case study. ASDAN is an education charity and awarding organisation in the UK. Data collection involves semi-
structured interviews with students and stakeholders (n=8) to obtain their perceptions and experiences of the organisation’s
programmes. Interviews will be audio-recorded, transcribed verbatim and analysed using inductive thematic analysis.Findings:
This study is in early stages therefore no findings to report. When complete, findings will illuminate the underpinnings of
ASDAN’s curriculum which will be compared with England’s formal curriculum to provide useful information on curriculum
practices that are best suited to foster a balance of academic and social skills. This will inform policy in providing learners with
the capacity to favourably respond to a demanding personal and professional landscape, in a global space.
Melisa Porter
University of Bristol
Parents, practitioners and politics: between the policy and practice nexus in rural, Northcentral Nigeria
Increasing demands of impact by research funders, partly as a result of the critique of research for research’s sake, has shifted
attention towards the research, policy and practice nexus. In international education, this shift is made more visible by the
increasing reliance by bilateral and other international education actors on research findings to underpin their strategies and
practices in partner countries. In some of these partner countries, where democracy is still a fledgling institution, the link between
research, policy and practice, particularly at the sub-national levels, is nebulous due to the strong influence of politics and political
actors in various sectors, including education. In such highly political environments, a consideration of the interaction between
research, policy and practice is incomplete without a consideration of politics and its influence on education stakeholders at sub-
national levels where policies are meant to be implemented. In one such environment, Nigeria, insight from a recent ethnographic
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fieldwork in understudied rural, Islamic communities in the Northcentral part of the country will be used to explore this
interaction. Based on interviews with and observations of parents and teachers in relation to their perspectives and practices
around the schooling of children, this presentation will provide insight on the interaction between research, policy, politics and
practice in this particular context and demonstrate how parents and educators assumed political selves in reaction to this
interaction. In doing so, it will deepen understanding about the research, policy, politics and practice nexus in international
education contexts.
Bukola Oyinloye
Open University
Theorizing belonging for unaccompanied asylum seeking children in educational spaces in England
Through highlighting conditions that foster a sense of belonging for unaccompanied asylum seeking children (UASCs) in
educational spaces and considering challenges and limitations related to developing such a sense of belonging, this presentation
aims to better understand how to facilitate a positive sense of belonging in educational spaces for vulnerable UASC populations
amidst dangerous rhetoric surrounding immigration in England. Educational spaces are understood as informal sites of learning,
such as foster care accommodations and independent hostel accommodations in which young people are placed upon arrival to the
UK, as well as more traditional educational institutions, such as schools and colleges. After all, informal education into the UK’s
new surrounding culture affects UASCs’ educational attainment in classroom spaces. Recognizing asylum seeking youth as
historically bound to government support in the UK, based on Section 17 of the Children Act 1989 and the United Nations
Convention on the Rights of the Child (UNCRC Article 29. 1.a), supporting these young people through education is essential.
This presentation builds on interviews with a social worker, ESOL teacher, charity sector staff member, legal expert, and
government workers in East England to understand where UASCs find a sense of belonging in educational spaces they inhabit,
building on Yuval-Davis (1997, 2006, 2007, 2011)’s theories of belonging. From the findings presented via my small-scale
research probing educational belonging for UASCs, I will discuss how practitioners can work to facilitate UASCs’ sense of
belonging in educational spaces in East England despite the structural and contextual barriers in place.
Catherine Ward
University of Cambridge
The reflection of gender stereotype in cartoons and the influence for children’s learning ability development: Snow White
versus Peppa Pig
In the background of globalization, cartoons influence children all over the world rather than in specific countries. The prevalence
of cartoons can mainly attribute to the approaches of social media, toy marketing, and cinema market, which would also lead to
gender stereotypes in children. Gender stereotype will influence not only the gender identity of children but also their learning
development. For example, girls who only watch princess-oriented cartoons such as Snow White may be interested less in
engineering-related discourses than girls who usually watch gender neutral cartoons such as Peppa Pig. This presentation will
discuss the formation of gender stereotype in children based on the cognitive development theory of Kohlberg（1966) and social
learning theory of Bandura (1999). This presentation aims to give suggestions for parents and teachers depend on the key ages of
gender identity development of children to choose cartoons scientifically and benefit children’s learning development.
Xuyang Liu
University of Sheffield
The Male Montessorian: the mattering of gender through pink towering practices
Current government perspectives on the gendered nature of the early years workforce are firmly rooted in binary male/female
logic. Feminist poststructuralisms have offered alternative ways to conceptualise gender as multiple, shifting and performative. In
this paper, we extend these conceptualisations by attending to feminist new materialist encounters with a material seen in every
Montessori classroom, the Pink Tower. We follow diffractive lines of enquiry to consider how gender emerges differently by
utilising Haraway’s (2016) SF method, the practice of string figuring, to weave different strands from historical accounts,
Montessori literature, feminist theories, pedagogy, websites, visual images, affective memories and more. This enables us to break
free from narrow and unhelpful framings that fix people, such as ‘the Male Montessorian’. An approach that foregrounds affect
and materiality makes a hopeful, generative and expansive contribution to the field.
Parallel Session 4 – GENDER & IDENTITY/INCLUSIVE EDUCATION
- 18 -
Sid Mohandas
Middlesex University London
“Even now I am not sure if what we were doing was just theater acting". Learning through a student theatrical collectivity
The present paper aims to examine the informal learning processes taking place in an experimental student-led drama group created
in 2008 in the School of Natural Sciences in Aristotle University of Thessaloniki. The researcher was a member of the group for
two of the six years of activity at the time. To this end, the research method of Focus Groups was employed, and two discussions
were held with members of the group in May 2014. The data generated were analyzed using the qualitative content analysis method.
The participants indeed identified changes in themselves before and after participating in the group and the way this informal
learning was developed was further explored, including how the people functioned within the group environment and what changes
were brought about on the participants. Key categories that emerged from the analysis regarding the conditions that facilitated
learning included trust, decision-making, taking initiative and self-expression. The research highlights that the group, stripped of
any authoritative features, functioned as a learning space, creating the opportunities for the participants to develop advanced
cognitive and social skills, including a process of self-formation. More specifically, regarding the process of self-development the
participants pointed to the elements of freedom, the safe space for expression and the time and space for exploration this group
provided. The study concludes that, as within the specific drama group, learning occurs through informal interactive processes in
many areas that do not reflect features of the formal organized education.
Angeliki Lima
Trinity College Dublin
Researching within places of study and workplaces: can research be a vehicle for student and workplace voice?
This paper focuses on the challenges and opportunities presented when conducting research within our own places of work or
study. The authors of this paper all study as postgraduate students at a university in the East Midlands of the UK and are all
conducting research into their own workplace or place of study. The university which links them has several distinct elements. It
was founded relatively recently with a vision to make higher education accessible to all and with a social impact agenda reflected
in its structure and its relationship to the town it is based in. It has the highest intake of Black British students in the UK, and also
has a high proportion of women students and students who are the first in their families to attend university. It has innovated in
small group, discursive approaches to teaching. Two of the writers of this paper are postgraduate students researching the student
experience of their own university under the title of an over-arching project titled: ’is my student experience white?’ The other
authors have similarly conducted research within their own workplace or place of study. Rather than focus on the conclusions to
these studies which are still emerging this paper links these experiences together and explores the ethical, positional and
methodological challenges faced by these students and the ways in which they are being resolved. It concludes by addressing the
potential for research to link theory to practice by being a vehicle for student and workplace voice. It connects to the conference
theme as it implicitly explores how the ‘chalk-face’ practice in higher education builds on or is potentially in opposition to theory
and ideals regarding accessibility and equality.
Dorcas Fakile, David Khanh Vuong,Rabab Sehr
University of Northampton
Seeing things as a stranger: the challenges and possibilities of conducting research as an ‘outsider’
This multi-author paper explores the challenges faced by researchers when positioned (in the minds of themselves or others) as outsiders to the context in which their research is being conducted. This is explored within three specific differing contexts: researchers based in the UK researching communities that they have never belonged to, researchers working in schools or other settings that are not their workplace, researchers studying communities that they have left behind in their personal past. The methods adopted and the other research decisions that these researchers made are discussed. As this paper is focused on the positionality of researchers and the challenges and possibilities that they face when defining this, it involves as participants those who are themselves writers and researchers. The complexity of these dual identities of participant and researcher are therefore explored. The writers’ reflections on their own experiences and how they used these within their research are also referred to. The paper is framed via the stories of a range of early career postgraduate researchers. As such this presentation is structured as a patchwork paper. This type of paper links a series of inter-related studies that have different methods but a common interpretivist epistemology. The paper includes a discussion regarding the possibilities and relevance of research conducted by outsider researchers in terms of generating theory that can impact on practice. Within this discussion an implied comparison is made to the different challenges faced by practitioner researchers and others working within different positionalities. Narretta Bala,Aschapan Boonkua,Linh Nguyen,Bose Omotoye,Nhi Tuyen
Parallel Session 5– RESEARCH METHODS & APPROACHES
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Science education outside the classroom: exploring opportunities from research-practice partnerships towards a critical
scientific literacy in Chile
This proposal presents findings from research into an outdoor activity based on Interdisciplinary Teaching and Learning of Science
(ITLS) and on collaborative-action research methodology as a Research-Practice Partnership (RPP). The project was carried out
and co-designed between 10 in-service science teachers and 3 researchers from a Chilean Master’s degree program, who developed
3 different interdisciplinary projects. The field trip was implemented in the Río Clarillo National Reserve in the central zone of
Chile. The investigation aimed at answering the following research questions: How do in-service teachers working in a RPP connect
and articulate different curricular topics through an ITLS perspective? Can RPP be a potential pedagogical resource to generate
positive changes in the process of management of outdoor science towards scientific literacy? The research opted for a qualitative
approach using open interviews and questionnaire to the understanding of design and implementation processes. The main results
of the research revealed: i) benefits of RPP and ITLS as pedagogical approaches to supporting the learning outside the classroom
towards critical scientific literacy; ii) common work objectives and interdisciplinary articulation addressing conceptual, procedural
and attitudinal aspects in a theoretical and methodological curricular way; and, iii) collaborative work between in-service teachers
and researchers.
Gonzalo Guerrero
Universidad de Santiago de Chile
The use of Systems Dynamics modelling in Education Research
How can policy-makers estimate the impact of educational interventions within a complex system? This talk reviews the
theoretical and methodological challenges surrounding the use of System Dynamics modelling in education research, and how it
can complement and extend regression-based techniques. Adapted from engineering control sciences, System Dynamics
modelling captures dynamic behaviour, feedback loops, accumulations, delays and imperfect information that can act as drivers in
social systems through simulation. This talk also gives examples of how the technique can draw on insights from educational
research, behavioural sciences and econometrics, and highlights why a theoretical basis drawn from education research must
provide the underpinning for System Dynamics models in education.These considerations are illustrated with examples of where
System Dynamics has been used to investigate education systems from around the globe, identifying strengths, shortfalls, and
gaps within this literature.
Liz Killen
University of Cambridge
Inside the nebula of an intercultural, pedagogic analysis: when stars begin to take shape
In-between the archaic and the non-conventional, recognition and non-acceptance, the different and the common, or formulae of
identity representation, to think cultural diversity in today’s international Higher Education arena proclaims for the elaboration
and manifestation of pedagogical knowledges of an intercultural nature. With such forms of knowledge being placed at the heart
of my current doctoral project, this paper aims to lay bare some of the key empirical, qualitative analysis procedures and findings
from the study I conducted in a UK university, in 2018. The presentation will consist of three parts. ‘Before the nebula’ (1) will
make a brief introduction to the project and its core theoretical/methodological grounds. ‘Inside the nebula’ (2) will frame some
study and fieldwork reflections around the certainties and enigmas of the intercultural interview, guided by, and set under, the
principles of a critical theory approach. ‘When stars begin to take shape’ (3) will outline some of the findings and emergent lines
of inquiry on the topic, and make their way towards the conclusions, which will be drawn by means of a reflective, poetry recital.
Ana Mocanu
University of Cambridge
Lived experiences of Asian child and adolescent therapists: A narrative inquiry
Over the past few decades there has been an exponential increase in the literature exploring culture, which reflects the
multicultural society we live in today. In addition to this, the rise of equal opportunities and diversity policies that are being
implemented within many organisations and institutions gives an impression that on the surface cultural issues are being dealt
with in the area of counselling and psychotherapy. However, there are still very few researches exploring the lived experiences of
ethnic minority therapists, and even fewer in relation to Asian therapists working with children and adolescents. It is crucial to
carry out research into this area and explore the lived experiences of Asian therapists as their experiences and practice inevitably
affect not only the child they are working with, but the child’s school, the parents/carers, teachers, and the wider network of the
child. Important issues are raised from the few researches dealing with Asian counsellors’ experiences, such as differences in
cultural traditions, feelings of incompetence, assumption of cultural themes, over-identification with clients, and sense of
investment or interest in the practice. With this in mind, this research aims to explore how culture impacts the practice of Asian
counsellors who are working with children and adolescents through a small-scale narrative inquiry, inviting the participants to
Parallel Session 6– CULTURAL DIVERSITY/EDUCATIONAL PSYCHOLOGY
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share their personal experiences in semi-structured interviews. This will be transformed into participants’ narratives, with the
stance that knowledge gained from people’s experiences are as important as theoretical research.
Dami So
University of Cambridge
What makes bystander helping more likely? The role of group membership in British students’ bystander reactions to the
exclusion of immigrants
Recent examples of peer rejection in schools highlight the importance of studying social exclusion based on immigrant status.
Intergroup exclusion in diverse societies (i.e., based upon prejudice) has many long-term negative effects on immigrant children’s
mental health (Oxman-Martinez et al., 2012) and indeed is more harmful than interpersonal exclusion (i.e., based on personal
characteristics). Bystander behaviour is an effective way for children to challenge exclusion. Research, however, showed a decline
in prosocial bystander intentions between childhood and adolescence depending on the group membership of the excluder or
victim (e.g., Palmer et al., 2015). This study examined student’s evaluations of bystander reactions to the exclusion of immigrants,
for the first time, in both interpersonal (i.e., British-British/Immigrant-Immigrant) and intergroup (British-Immigrant/Immigrant-
British) school contexts. This experimental study adopted a 2 (Age: 8-10 vs. 13-15) x 2 (Victim: British vs. immigrant) x 2
(Excluder: British vs. immigrant) between-participants design. British children (Mage=8.96 years) and adolescents (Mage=13.23)
from ethnically diverse schools (n=342) were presented with a scenario about either a British or immigrant victim being excluded
by either a British or immigrant excluder from a school club. Students completed items that assessed their bystander reactions
(e.g. likelihood of bystander helping, how okay to challenge exclusion).Results revealed novel findings regarding students’
bystander helping behaviours. The findings will be discussed from a developmental intergroup perspective on bystander responses
and social exclusion (Killen & Rutland, 2011). Implications for the development of educational strategies to reduce the exclusion
of immigrants, and promote inclusive bystander behaviours that challenge prejudice-based exclusion in globalised societies, will
be discussed.
Ayse Sule Yuksel
Goldsmiths, University of London
Letters Between My Selves: A Critical Autoethnographic Epistolary on ‘Cultural Humility’ in the Context of Canadian
Music Teacher Education
There is a need to reevaluate the way that music teachers are educated in the current age of cultural multiplicity and global
interconnectedness. Personally, I felt dissatisfied with the way that ‘culture’ was approached in my undergraduate degree in music
education in Canada as there was a lack of critical engagement with the Western classical tradition and only tokenistic inclusion of
other cultural perspectives. Music education literature suggests the importance of preparing music teachers to engage with the
cultural climate of today’s society (see for example, Bradley 2015, Robinson 2017, Westerlund & Karlsen 2017). Current cross-
cultural education philosophies such as multiculturalism, cultural responsiveness, and cultural competence have been included in
practice. However, they have had limited impact in disrupting deeply entrenched ethnocentric practices in music education due to
their theoretical weaknesses such as lacking criticality or creating artificial endpoints. I take an interdisciplinary perspective and
draw upon health and social science literature to suggest that ‘cultural humility’ (Tervalon & Murray-García, 1998) could address
these weaknesses in music teacher education. ‘Cultural humility’ is an approach to engaging with cultural multiplicity through an
ongoing process of critical self-reflection, mitigating power imbalances, and maintaining respectful relationships. My research
takes the form of an epistolary and uses the methodology of critical autoethnography to analyze and theorize my experience of
‘cultural humility’ in order to critique ‘cultural humility’s’ potential role in music teacher education. I will present and critically
discuss preliminary results regarding this interdisciplinary, arts-informed exploration and make explicit the interconnectedness of
theory, practice, and policy reform for performing and embodying ‘cultural humility’ in music teacher education in Canada.
Hayley Janes
University of Cambridge
Greek primary school students’ socio-scientific views of vegetarianism
Research on vegetarianism becomes increasingly important as more and more people turn to vegetarianism as their prevailing diet.
However, most research is limited to countries like UK and USA and there is scarce evidence for children. Exploring children’s
beliefs on diet and nutrition in general and vegetarianism more specifically can inform the content of curricula and classroom
interventions to educate children on healthy eating practices. The aim of the present study is to explore Greek primary school
children’s views of vegetarianism. Greece is a useful context to explore as Greek people strive away from the Mediterranean diet
and even face obesity problems and consume meat on a daily basis. 174 students from 4 primary schools in a rural area in Greece
filled in questionnaires that aimed to capture their views on vegetarianism issues. Through thematic analysis the results showed that
Greek students have limited knowledge on what vegetarianism is and hold many misconceptions about its associated risks and
benefits. A substantial number of students associated vegetarianism with benefits for their body and mainly focused on maintaining
Parallel Session 7- PRIMARY & SECONDARY EDUCATION
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a healthy weight and a thin body. However, only a few students associated vegetarianism with preserving animal live and protecting
the environment. Regarding perceived risks, many students associated vegetarianism with risks related to their nutrition and more
than 50% of the students also stated that following a vegetarian diet can be very dangerous for people’s health with many of them
noting anorexia, fainting and poisoning as prominent risks. The findings of this study can inform educational interventions and
curriculum content that will address their beliefs on what vegetarianism is, its associated benefits and risks and educate children on
animal welfare and environmental issues.
Maria Tsapali
University of Cambridge
Exploring Teacher Understanding and Application of Continuous Provision in Key Stage One and Key Stage Two
Continuous Provision (CP) is a play-based pedagogy traditionally used in Early Years Foundation Settings (EYFS), but is being
increasingly applied in Key Stage One and Key Stage Two classrooms in England. There is a current lack of research into the use
of CP in non-EYFS contexts, and in response, teacher reported practice in these contexts can be varied.Using a collection of case
study schools self-reporting use of CP, this early exploratory study seeks to collect information regarding teacher understanding,
application, and use of the pedagogy in Primary schools across England.Data has been collected through a multi-tier approach,
including the use of observations, interviews, and a discussion task, prior to analysis using the NVivo software, seeking saturation
of any emergent themes. Identified emergent themes allow for core characteristics shared amongst participants to be included
within a proposed definition of the pedagogy.This research intends to collect an overview of teachers' understanding of CP,
combined with its practical application in KS1 and KS2 settings. This will provide the required foundations for the creation of a
proposed definition of the pedagogy in these contexts, which can be used in further research assessing its effectiveness.
This presentation will discuss the findings of the study, alongside its potential implications for teacher training, educational policy,
and teacher practice.
Rebecca Trollope
University of Cambridge
Exploring Respectful Attitudes and Behaviours toward others among Secondary School Students in England and Turkey:
The Psychometric properties of the Respect Inventory
The research investigates attitudes and behaviours toward respect among secondary school students in England and Turkey. From
the end of 20th century, there has been a big interest in incorporating values effectively into the policy of schools’ curriculum.
Hence, schools have given extra attention to some values and `Respect` is one of them. Although respect is a word that is used
often by people in everyday discourse, there is no agreed definition for the concept of respect as a value. Yet, an inclusive theory
of respect and its components, has not been put forward in the literature. More significantly, as far as the current study is
concerned there is no empirical study assessing attitudes toward respect among secondary school students in the England and
Turkey. To understand the larger picture regarding student attitudes and behaviours toward respect, this study employed a
quantitative research design through a cross-sectional survey. Two different groups of participants from two countries, England
and Turkey, with the participants aged between 11 to 14 years old, were chosen. A set of 51 items was specifically constructed for
these participants’ age group as a special respect scale due to lack of this kind of instrument in the current field. The data was
collected from 5894 students from two countries. The main focus of this presentation will be introducing the construction and
psychometric properties of the `Respectful attitudes toward others` and 'Respectful behaviours toward others' scales and discuss
some of the key findings of this empirical study. The aim is to offer a comparative analysis of the key findings of the study and re-
imagining its implications for teaching and practicing of values
Humeyra Guleryuz Erken
University of Warwick
Working together with researchers and governments
This paper will introduce attendees to some of the organisations within the University of Cambridge that work in the arena of
putting research and theory into practice in education around the world.
The Education Reform team at Cambridge University Press works with a number of governments in Asia and Africa to help them
implement education policy and reform their education systems. We work closely with researchers in a variety of fields to both
define our own approaches and to help governments to identify and implement research-led policies.
Because of the close connections to the University of Cambridge, Education Reform is an important example of an organisation
that sits firmly at the intersection of “theory, policy, and practice”. The international reach of our activity requires us to address
not only how to adapt educational practice and approaches to different contexts, but also how to develop and nurture global
agenda and principles.
The purpose of this presentation will be to outline how some teams in the University of Cambridge operate in partnership with
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governments and researchers, and highlight through selected case studies some of the challenges and areas of interest that this
work produces. It is hoped that discussion with attendees will invite both explorations into how researchers can participate in and
contribute to the work of Education Reform and other organisations at the University of Cambridge, and critique and feedback on
how we can better meet the challenges of reform activities.
Chris Martin
University of Cambridge
Neoliberalism and its micro-dispositifs: A study of Cambridge Assessment International Education and a Cambridge
School in Myanmar
Drawing upon Michel Foucault's (1982) writings on governmentality and Patrick Bailey's (2013) work on the policy dispositif,
this paper explores some of the ways of thinking, being and doing within the neoliberal imaginary. More specifically, it is an
exploration of how the macro-dispositif of neoliberal discourses and rationalities are understood, articulated and enacted (and
refused) by micro-dispositifs of policy (i.e. organisations, institutions and individuals). This is informed by my research on the
influential provider of international education programmes and qualifications, Cambridge Assessment International Education
(CAIE) and a Cambridge School in Myanmar, Crayola School. Two competing discourses emerge from the analysis of the
organisations' publicly-available data and qualitative interviews with Crayola School's 'leaders': the internationalist discourse of
cultivating global citizens; and the globalist discourse of preparing students for future employability. Although both discourses
were apparent, the globalist discourse tended to predominate over the internationalist discourse, reflecting the forms of
governmentality aimed at cultivating individuals who can thrive in neoliberal circumstances. Nonetheless, the neoliberal dispositif
is made 'troubled' by the school leaders at some points in the interview; such moments of discomfort and uncertainty indicate that
social reality is not as inevitable as it may seem and, consequently, opens up the possibility of thinking about education and
ourselves differently.
Thu Thu
University of Cambridge
Understanding the emergence of public engagement in a research network
At the heart of the European Commission’s RRI (Responsible Research and Innovation) and of the REF’s (Research Excellence
Framework) “impact” agenda lies the call for dialogue between research and wider society, fostering researchers to participate in
interactions with non-academic publics. Stepping out of a long tradition of science communication research predominantly
focused on publics, their barriers and their deficits, this study aims at understanding the processes through which public
engagement in science emerges by focusing on researchers and their institutions. Conducted at a European scale, it takes place
within a science research network, involving 16 early-career researchers in six different countries. The aim is to build an in-depth
understanding of the emergence of public engagement through an ethnography conducted alongside the members and partners of
the network, through participant observation and in-depth interviews. Public engagement is theoretically framed as an event in
Stenger’s sense, that is a gathering of heterogenous entities including humans, institutions, molecules and artefacts, which allows
to overcome the traditional view of a dual relationship between researchers and publics. Beyond the moral duty and the
institutional incentives, how does public engagement happen in practice? How does the culture within higher education allow it?
Which publics are, consciously or unconsciously, included or excluded from it? The public engagement agenda strives to embed
dialogue with society within research practices, but in order to make this dialogue inclusive, it is necessary to understand which
exclusionary practices are still embedded higher education.
Laurene Cheilan
University of Bristol
Finding my place: the cross-roads and intersections of space, place, and identity in contemporary and literary London There is an essentiality of place within our lives, just as there is within texts: it is where the action occurs, the medium through
which the narratives of our lives is experienced, and our relationship both towards and with place is often difficult to articulate,
theorise, and express. It may be conceptualised as a form of cross-roads, or meeting point, where these aspects of place and
identity intersect, influencing the other as part of an on-going process. My research utilises a creative methodology to explore
these complexities of expression involving participants’ responses to place as part of a mixed-methods case study approach with
children from London, to explore the narratives of their relationships with place, looking at how they perceive their realist locality,
in contrast to literary portrayals of the world around them, and how this feeds into their identities. Through these main methods,
involving mapping, photographing, and shared reading sessions of picturebook representations of London, the research
contemplates how children may experience place, allowing for these theoretical considerations of how these complex issues
surrounding place, identity, attachment, amongst others, are made manifest and are explored in greater depth through a holistic
analytical approach. This paper reflects on the implications for helping to improve engagement with place in terms of policy and
Oral Presentation -Day 2
Parallel Session 1- LITERATURE/ARTS & CREATIVITY
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practice, considering aspects such as environmental awareness, a sense of belonging, and helping individuals connect with the
world around them particularly in relation to local and global issues, and to help children find their place.
Chris Hussey
University of Cambridge
Do We Really Know What They Value? An Arts-based Investigation into Syrian Students’ Capabilities in a Public School
in Lebanon: Their Education Quality through a Social Justice Lens
Concepts of freedom, agency and empowerment are at the heart of this study. It involves an exploration of the extent to which the
quality of education delivered to Syrian students in a public school in Lebanon reflects social justice concerns and principles. I use
the Capability Approach (CA) to frame this study, which aims to discover what these students ‘have reason to value’ (Sen, 1992).
This is in response to a lack of studies about what Syrian students themselves feel about their education, despite emergent research
in this area. In this study, I use visual methods to gain deeper insights into what young people themselves wish to highlight. I also
employ art-based interviews and focus groups with members of staff and parents respectively. A wide variety of photos taken by
students was about aesthetics, ethos and values of love and care. Students expressed their frustration with frequent violence in the
school. Also, several photos were taken of art work and sports. Analysis of input gleaned from children advocates considering the
concept of ‘care’ as an integral dimension to social justice in the context of this study. It also suggests the need for implementing
peace-keeping strategies and contemplating the relationship between art education and school violence. Additional insights from
parents and members of staff expose the complexity and multi-dimensionality of reported issues. At a fundamental level, findings
suggest the need for creating and maintaining a fruitful interaction between the three environments of home, school and policy as a
crucial step towards tackling the identified issues.
Basma Hajir
University of Cambridge
The Kickstarter Creative Arts project-from policy to practise, transforming the classrooms of rural Primary Schools in
South Africa
The Kickstarter Creative Arts project is an Educational teacher empowerment and artist in residency programme, originally
designed as a research case study to assess the impact of the Creative Arts at the Intermediate level (Grade 4, 5 and 6) in rural
South African Primary Schools. The project pilot took place from 2015-2016 in twenty schools in two provinces in South and was
sponsored by Rand Merchant Bank. The Kickstarter Creative Arts project is the first ever of its kind in South Africa, as it places
Artists in direct contact with teachers in the classroom during the school day Creative Arts teaching period. The outcome is to
equip teachers to deliver the Arts curriculum content, as specified by the South African Department of Education CAPS
(Curriculum and Assessment Policy Statement) document, to ensure high quality, impactful interventions in Visual Arts, Dance,
Dramatic Arts and Music. Artists, who have been trained in the curriculum and who are based in the rural areas, assist the teachers
in the classroom during the school day to guarantee a smooth transition from policy to practise.Trainings are hosted quarterly, and
the methodology is experiential: teachers are led through all the different Arts disciplines practically: they take part in the lessons
as if they were participants in a classroom, in order to further grasp the material and embody the knowledge practically. All
teachers are encouraged to become competent creative arts practitioners themselves and to be able to lead artistic activity with
confidence. The research conducted on the project in 2017 included extensive surveys, interviews and observations in the twenty
schools-with the 40 teachers who took part in the training, as well as with their heads of departments and school principals.The
Kickstarter Creative Arts project improves the skills of Intermediate Phase Life Orientation educators in their delivery of the
compulsory curriculum subject, “Creative Arts” and includes Dramatic Arts, Dance, Music and Visual Arts as per the curriculum
guidelines.The project won the Development Business Arts South Africa award with Rand Merchant Bank in 2017.The
Curriculum and Assessment Policy Statement for Creative Arts in Intermediate Phase is available from the National Department
of Education’s website: https://www.education.gov.za/
Alison Green
University of Cambridge
An artographic new spoken word poetry programme for developing narrative identities in a Macedonian prison: Two
portraits of young offenders as poets
The proposed presentation will elaborate a PhD project which examined the artistic contributions of a new spoken word poetry
programme to the process of revealing young offenders’ developing narrative identities in a Macedonian prison. Spoken word
poetry programmes have internationally affirmed young people’s lives through communal poetry performances live to an
audience. The possibilities of programmes to revitalise offenders’ lives, emerged as a research gap in narrative criminological and
arts practices. The present study’s research design, performed as a new programme with six young offenders, enabled multi-
method data collection over three months. Methodologically thinking with narrative identity, literary, and creativity theories, the
multi-method data collection sets included: 1) workshop observations; 2) interviews using arts-based tools; 3) self-authored
poems. The data were analysed with artographic portraiture, integrating multiple cross-disciplinary approaches, cultivating
reflexive embodied empathy.
Findings identified that young offenders saw the spoken word poetry programme as a multiple site for 1) artistic practice 2)
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pedagogy 3) communal performance. The sites made possible for young offenders to narrate and perform multiple forms of 1)
agencies 2) communions, and, 3) redemptions of complex forms of trauma rooted in violent childhoods towards developing their
narrative identities unfolding from an immutability script towards practicing vulnerability. In the future, programmes should be
focusing on: 1) putting arts practice centre stage, 2) creating artographic agendas, and 3) reframing performance communities as
restorative sites. Further research into artographic practices of programmes can support people’s wellbeing and rehabilitation not
only in prison but across educational and care settings.
Afrodita Nikolova
University of Cambridge
From Professional Learning to Professional Practice: Narrative Inquiry into the Mobilisation and Enactment of Malaysian
ESL Teachers' Technological Pedagogical Content Knowledge (TPACK)
Technology in language classrooms is gaining popularity since the last decade (Kessler, 2018; Wu, 2014). In Malaysian context,
many initiatives are implemented by the Ministry of Education to promote technology integration and enhance ESL teachers’
competencies in this area, which includes teacher trainings. However, there is a dearth of scholarship on how the knowledge acquired
from the trainings are transferred to practices in the classroom. This study reports the experiences of three Malaysian ESL teachers
in mobilising the knowledge that they acquired through a professional learning community which adopts Mishra & Koehler’s (2006)
technological pedagogical content knowledge framework (TPACK). TPACK describes how the interplay among the knowledge of
technology, pedagogy and content is crucial for meaningful technology integration in the classroom. The teachers represent three
different educational contexts, i.e. urban secondary school, sports school and rural primary school. This study adopts the narrative
inquiry strategy, where personal experiences of the teachers were captured through narratives which were constructed from teacher
stories, artifacts and interviews. The findings reveal that despite the many constraints faced by teachers, transitioning from learning
to practice is more manageable when teachers’ efforts are supported by the schools and opportunities are given for teachers to learn
from one another through professional sharing.
Cynthia James
University of Cambridge
Exploring the relationship between expectancy-value theory of foreign language motivation and anxiety among Chinese
EFL pupils
FL anxiety and FL motivation are the two affective variables which are closely related to language achievement. FL anxiety
potentially interferes in students’ FL performance whereas FL motivation could facilitate students’ FL acquisition. However, most
previous research has not examined these two variables together (e.g., Selkirk & Eccles, 2011; Wigfield & Meece, 1988; Wu & Lee,
2017). This study aimed to explore pupils’ level of FL motivation and its relationship with FL anxiety and FL achievement. Drawing
on Eccles’ expectancy-value framework (1993, 2000) of motivation, 631 Chinese pupils (324 boys, 307 girls) aged 9 to 12 years
old from grade 4-6 completed questionnaires measuring their FL motivation. FL anxiety was assessed though Horwitz’s (1983)
FLCAS and FL proficiency was assessed through regular in-class assessment and formal assessment. The findings revealed that (a)
girls reported higher FL motivation, and FL motivation declined as grade increased; (b) FL motivation was negatively associated
with FL anxiety and positively associated with FL achievement; the strength of this association increased with grade; (c) both FL
motivation and FL anxiety predicted significant variance in FL achievement, with FL anxiety explaining a larger amount of variance;
(d) with an increase in grade, FL motivation initially is the strongest predictor of FL achievement while FL anxiety become the
stronger predictor with year of study increases. The findings of how these two variables interact to affect FL achievement will
motivate educators to realize which variables have the stronger affect, either facilitating or debilitating, on students’ skill and
improvement. In addition, implications for classroom practice are discussed.
Xiaoyi Hu
The University of Edingburgh
Exploring teachers’ beliefs about the application of policy to practice: The case of English as an Additional Language (EAL)
provision in one mainstream Primary School in Eastern England
The increasing number of English as an Additional Language (EAL) learners integrated into UK primary schools has heightened
the need for research into teachers’ beliefs about the application of policy guidance. Despite the increasing demand for provision,
Parallel Session 2- LANGUAGE AND EDUCATION
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EAL remains a point of contention for policy-makers and educators. In light of the tendency to adopt a “mainstreaming” approach
to EAL, responsibility is often devolved to individual classroom teachers, whose beliefs and practices are yet to be investigated in
depth. Thus, this qualitative case study investigates eight teachers’ beliefs about EAL provision within one primary school in Eastern
England. The study addresses 1) the extent to which national guidance underpins the school’s own approach towards EAL provision,
2) what domain-specific and episodic beliefs teachers have about teaching EAL pupils, and 3) the extent to which teachers’
pedagogical practices align with policy guidance and their own beliefs. The data collection methods include 1) document analysis,
2) semi-structured classroom observations, and 3) interviews with the Senior Leadership Team, and interviews with teachers
involving a) a stimulus card task, b) semi-structured questioning, and c) stimulated-recall questioning. Unlike previous research,
this study draws on Lave and Wenger’s sociocultural Community of Practice (CoP) to frame its inquiry around the intersection
between policy, practice, and teachers’ beliefs in the context of EAL provision. The positioning of these constructs as interdependent
challenges traditional assumptions that policy is superior to teachers’ own implementation. This presentation will discuss the written
and unwritten policies that inform teachers’ practices in the CoP.
Grace Bentham
University of Cambridge
Measuring English Teacher’s Return of Investment
The concept of teacher’s investment rarely appears when we are discussing about the profession. Perhaps the noble cause which is
attached to teaching contrasts with the instrumental and materialistic features of the word ‘investment’. The concept of investment
used in this study resonances with the concept of ‘investment’ proposed by Darvin and Norton (2015) which sits at the intersection
of capital, ideology and identity. This paper investigates the types of investments English teachers in Indonesia make to gain and
maintain a position in the field of English language teaching (ELT). This study was designed as a case study of twenty-five English
teachers from six private English language institutions in Indonesia. The data were collected through interviews and field
observations and were analysed using Thematic Analysis. The results show that there are two main types of investments made by
the participants, investments in becoming a legitimate English speaker and investments in developing teaching credentials.
Moreover, the participants evaluate the return of their investment (ROI) by the rewards they get from being a teacher both material
such as salary and bonuses and non-material rewards such as qualifications and teaching skills. The evaluation of their ROI
influences their commitment to continue developing their professionalism and their commitment to the institution where they work.
Understanding teacher’s investment would enable school administrators to help their teachers to plan and develop their career.
Pritz Hutabarat
University of Cambridge
Children’s social media use and academic achievement
During the last decade, the use of social networking sites (SNS), such as Facebook, Instagram and Twitter, has rapidly increased.
While SNS use is widespread among adults, children, too, appear to be avid users. This immersion has not escaped the attention of
teachers and parents, giving rise to concerns about the consequences for academic achievement. This presentation will discuss the
existing literature on the relationship between children’s use of SNS and their academic achievement. A systematic review of the
literature has been employed on ERIC, PsychINFO and British Education Index. Overall, there seems to be a consensus that there
is negative link between recreational SNS use and academic performance. Most studies view this negative relationship through two
lenses: on the one hand, SNS use might negatively impact academic performance by reducing the time spent for learning and
homework, while, on the other hand, multitasking behaviours may disrupt deep learning, leading to errors. Interestingly, however,
the use of SNS for educational purposes seems to have a positive effect on academic achievement, as students seem to increasingly
use these sites for academic collaborations. It is worth noting that most of the studies reviewed were cross-sectional and conducted
with university students. More research is needed to explore the effects of SNS use on younger children.
Athanasia Kotsiou
University of Cambridge
Use of Mobile Technologies in Museums: The Relationship between Augmented Reality Tools and Participatory Visitor
Experience
The ongoing pedagogical transformations within museum settings can be formulated as from the didactic learning theory to the
constructivist one (Cutler, 2010). Likewise, the personalising visitors experience in museum has started to be seen rather than a
single authorial voice in the past few years (Simon, 2010). However, it’s still arguable to what extent museums can fulfil the criteria
of the participatory museum approach.Strategy for Museums Guide (2019) points out that changes in digital technology and the
media landscape are rapidly transforming public behaviour and attitudes; therefore, museums need to use new digital technologies
to their fullest potential since (p. 20). There has been a considerable increase in the adoption of augmented reality (AR) technologies
Parallel Session 3-TECHNOLOGY AND EDUCATION
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in museums. Several hypotheses promote the idea that the use of AR tools can improve users’ engagement in different learning
environments (Dunleavy and Dede, 2014). However, whether these technologies really bring many voices to museums, or if they
make their environments personalised are debatable.The present study investigates (1) how curatorial decision-making process takes
place, (2) what information presentation techniques museum authorities employ to propose the theory of constructivism in a museum,
and (3) how AR technologies can be used to improve the learning experience. Internal data was collected by f2f interviews with
Manchester Museum Visitor team and an observational study of interactions of eleven children with an AR app. During the data
collection process, various types of data were collected, such as structured observation data, email interview data as well as f2f
interview data. Lastly, a qualitative data analysis was conducted, in order to answer the research questions.Results indicated that
AR is capable of enhancing visitor’s emotional and behavioural engagement with the technical and pedagogical interactivity and as
well as heightening the sense of excitement, and immersion in the museum environments. The findings will be discussed in line
with the learning theory of constructivism and connectivism to provide implications for educational policies and strategies to
enhance learning.
Huseyin Ulukuz
University of Manchester
The introduction of technology in primary schools in Lagos, Nigeria
My presentation will be primarily based on the introduction of technology in primary schools in Lagos, Nigeria. The paper
presents a response to the 4 research questions below:
• How can we understand the communication between policy and practice?
• How do we support individual growth as well as the difference between wealth in education?
• How can we incorporate a more modernized way of educating children in Lagos, Nigeria?
• How can we help the future generation build and maintain the skills necessary for a more beneficial educational system?
This presentation links closely with my thesis on the introduction of technology in Nigerian primary schools. It highlights the
policies that were produced but were not necessarily put into practice. It has brought forth the clear division between wealth and
the quality of education a child is entitled too. This presentation will also explore several ways in which this can change or be
adapted to improve the system of primary education in Nigeria.
I used a qualitative research method to collect data in the form of a semi-structured interviews from the current teachers and
previous students. This allowed me to gather significant information in relation to the policies surrounding Nigeria schools and the
reality of the way they are being run. Prior to the interviews I collected data from the national policy on education in Nigeria. This
presented a gap between what is being stated in policies and what is being reflected in the education system. What was gathered
(results) was four key aspects;
• A nationwide electricity situation
• lack of government involvement
• Common teaching method - abstract teaching
• Nations economical finance
There are a few crossroads in education, a number of which children may not have access or a choice in which path they embark
on but with suggestions and analysis of the current policies and procedure, it could make their individual paths to education a lot
smoother.
Bose Omotoye
University of Northampton
Why do language teachers use / do not use ICT in teaching and learning in Higher Education in Kazakhstan: a mixed
research study of language teachers in a single University
This study evaluates the use of Information Communication Technology (ICT) by language teachers of English, Kazakh, Russian
at a university al-Farabi in Kazakhstan. The overriding aim of the study was to understand how ICT was being used and to
discover what factors encouraged and discouraged teachers to use ICT.
This study has a mixed methods design that combines two methods (quantitative and qualitative). It aims to describe ICT
integration in one university and the opportunities as well as the difficulties that obstruct ICT use in practice. Data will be
collected using questionnaire from three different language teachers, personal interviews. The study consists of two stages. The
first stage will involve distributing a questionnaire to 300 language teachers from the 3 different departments in the target
university. I aim to get a general view of their perceptions on the use of ICT and to identify common enablers and constraints of
ICT use. The second stage will involve interviewing 20 teachers of the three different languages roughly proportioned in terms of
gender, language taught and ICT use interest. I also hope to observe some classes in the different departments. I will create an
observation schedule. The observations will help me to discover what teachers could not mention in questionnaires and interviews
and will provide a triangulation of teachers what have said against what teachers actually do.
Akmarzhan Nogaibayeva
University of Warwick
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‘No person is an island’: a staff-student collaborative research project on group assessment as a mode of assessment This paper focuses on the use of group assessment as a mode of summative assessment in Higher Education. The paper
summarises a case study at the University of Sheffield, where a collaborative body of student 'learning and teaching ambassadors'
and a member of staff worked together to assess the impact of group assessment as a mode of assessment on student experience.
The case study focuses on a qualitative study based on empirical data. Student ambassadors collected data from students studying
in the School of law, by way of online virtual discussion forums (utilising Adobe Connect software). The data was then
thematically analysed using a theoretical ‘top down’ approach; the staff and student multiple analyst approach to this process
ensured a good level of triangulation.
This paper aims to draw upon the qualitative data collected, and to build upon the extensive literature on group assessment in
Higher Education. In particular, the paper focuses on key aspects of student experience such as building group relationships, the
fear and uncertainty of being assessed as part of a group (particularly where this forms a large part of the entire assessment, and
only one group mark is awarded), and the potential benefits to student experience of well-planned, engaging and appropriate
group assessment.
This paper will be of interest to anyone either using, or considering the use of, group assessment within their own teaching. The
paper aims to highlight advantages of student-staff collaboration and also the benefits of data collection through online discussion
forums such as Adobe Connect.
Gareth Bramley
University of Sheffield
Teachers’ Conceptions and Practices of Formative Assessment in Science in Malaysian Primary School
This study set out to qualitatively explore teachers’ conceptions and practices of effective formative assessment in primary school
science subject according to three categories of Malaysian primary schools: non-transformation, transformation, and trust schools.
The schools were structured accordingly in order to support the implementation of the new curriculum in 2011. Using a
phenomenographic approach, the study looked at the ways in which teachers’ conceptions on formative assessment could promote
student learning of the science subject. Twenty-five (25) teachers and five (5) school administrators were interviewed to explore
and understand their conception on formative assessment. Prior to the interviews, twenty-three (23) lessons were observed in
order to get a complete view of how teachers used formative assessment in the classroom. Five (5) policymakers were also
interviewed to understand the conceptions and practices of formative assessment from the policy perspective. Thematic analysis
using both deductive and inductive approaches was used to identify, analyse and report the emerging themes from the data. Initial
findings show that individual teachers perceived formative assessment differently based on the category of schools and the
training they have received, both of which have directly influenced their formative assessment practices. This study contributes to
knowledge in the field of formative assessment in the Malaysian context. It also shows how formative assessment could promote
learning – an argument which has hardly been explored in previous studies. Furthermore, it argues that phenomenography as a
methodology design is still underused in exploring conceptions and practices of formative assessment.
Jahari Jainal
University of Bristol
Theory, policy and practice in mathematics – a comparative study based on international large-scale assessments
The overriding aim of this research is to investigate influences on attainment of learners in mathematics at 8th grade across
different nations using Trends in Mathematics and Science Studies (TIMSS) data from 2015.
In this talk, I will present an aspect of my Ph.D. study which is about the impact of International large-scale assessments (ILSA)
on policy. In particular, I will focus on literature about the impact of TIMSS on educational policy and curriculum as ILSA
measure achievement outcomes of students both within and across countries. TIMSS intend to provide high-quality data to reveal
school and non-school based factors that influence teaching and learning, in order to inform educational reforms (Wagemaker,
2013). TIMSS data includes achievement scores, curriculum, instruction, teacher preparation, student background, parents etc.
The literature provides clear evidence that TIMSS data is analysed to contribute to curriculum and education reform policy in
many countries (Aggarwala 2004; Mullis and Martin 2007). For example, participating in ILSA is mandated by law in Germany.
However, the problem is in here that the various research identifiable in the literature emphasizes that investigation into
achievement factors in mathematics, along with their psychometric properties, suggest that the psychometric elements included in
the student questionnaire put to learners in TIMSS have been designed in line with the Western context (Marsh et al., 2013;
Rutkowski and Rutkowski, 2010). As a result of this gap, this research intends to fill this gap in the literature by seeking an
Parallel Session 4- EDUCATIONAL ASSESSMENT
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answer of the question of “how do motivational measures in the student questionnaire which are student value of mathematics,
like to mathematics and self-confidence on mathematics provide valid and reliable result and how do these factors shape up across
Turkey, England and Japan?”
Elly Tai
University of Cambridge
“Recontextualising meaning-potential and practitioner agency in the struggle for control of the Pedagogic Device” or,
“What do I do to knowledge when I put it in my curriculum?” Translating Bernstein into a theory-based tool to support
practitioner curriculum-making.
Bernstein’s theories are difficult, yet ultimately provocative and powerful tools to conceptualise and investigate transformations
occurring in subject knowledge as it moves from the academic domain of ‘research’ to the school curriculum. I will present a
practical tool developed using Bernstein, generated through my own Critical Discourse Analysis of curriculum documents. This
tool can support practitioners visualise the intention and reality of the knowledge-content of their curricula, promoting agency in
their own practice as mediators of subject knowledge. I contend that educational researchers are uniquely placed to facilitate an
interpretive cycle: identification of a curriculum ‘problem’ that transcends theory/ practice, followed by critical evaluation and
selection of appropriate theoretic tools; operationalisation, testing and augmentation of theory through empirical analysis,
culminating in development of evidence-and-theory informed translational tools – transcending “what works” discourse. I argue
that educational researchers must act as ‘translators’ and ‘cheerleaders’ for theory: remove obfuscating language; ‘funnel’ theory
down to essentials; make theoretic constructs recognisable in the lived reality of practitioners; ‘sell’ theory on ‘real world’ merits.
The ‘depth ontology’ of critical realism will be posited as the most fruitful theoretic perspective for sociologists of curriculum, asking us to develop robust theories of change that lie close to practice.
Siobhan Dickens
University of Cambridge
Education Mobility through International Higher Education and Aspirations to Become the Global Middle Class:
Perspectives of South Korea, Japanese and Chinese Graduate Students
The research aims to explore South Korean, Japanese and Chinese postgraduate students’ aspirations of becoming part of the
Global Middle Class (GMC), and how their decision to come to the UK for further studies is shaped by this, and in turn alters their
future imaginaries. The term GMC refers to a group of middle-class people who move around the globe, usually for work
purposes. The literature on the GMC and mobility for education and employment presents students migrating transnationally for
(higher) education from East Asia homogeneously and that their mobility is unilinear – out of their home country to the ‘West’
and on to the international labour market. However, my findings show that this large group of ‘East Asians’ and their strategies
for future employment and mobility should be understood differently. Qualitative exploratory research, constructing data via the
use of in-depth interviews, was conducted with 14 East Asian graduate students from British Russell Group universities. Using
thematic analysis, it was found that participants’ motivations to become members of the GMC commonly emerged from the desire
to secure positional advantage in the current labour market and in reaction to their dissatisfaction with the culture shaping work
and life in their home nations. However, becoming a member of the GMC was also understood as being challenging, such as
requiring sponsorship for the work permit, so two different groups emerged among my participants – the Active GMC (A-GMC)
and the Passive GMC (P-GMC). The A-GMC focuses on pursuing a future outside their home countries, through finding countries
to settle in which might be easier to gain the right to remain in, or by marrying a partner from the host country. Meanwhile, the P-
GMC wants to eliminate the risks they perceive to becoming the GMC; therefore, they decide to temporarily return to their home
and seek future opportunities to work abroad from there. Although the main caveat of this research is the relatively small number
of participants, this study enables to make interesting theoretical points regarding the GMC broadly as well as the strategies
invested in by groups seeking to promote their geographic and social mobility, which I intended to examine further in future
research.
Donghui Seo
UCL
Immigrant-background children and maintenance of community language: can Bourdieu help us understand parental
decisions and practices?
This presentation focuses on three case studies of Polish parents' perceptions of the value of their community languages and
examines the factors that shape and reshape their approaches to their children's language education. The studied families were
selected from a larger sample of Polish families who live in Cambridge, UK. This study deploys Bourdieusian concepts of cultural
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capital, social field, and habitus, to investigate how community languages are recognised and valorised as capital in the migration
context. Subsequently, it describes parents' processes of decision making with regard to language education and the practical
choices they make to support intergenerational language transmission in their family. The case studies chosen for the presentation
enable discussion of migrants' unequal levels of attachment to their country of origin and levels of integration within the
resettlement setting. In this presentation, I focus on the relationship between migrants' social positioning (national, postnational,
and transnational) and their choices regarding community language transmission at home. Ultimately, I suggest how, with the use
of appropriate theoretical tools, this relationship can be better understood and how such knowledge could prove to be useful to
both parent and non-immigrant educators in everyday life practices at homes and schools.
Ania Gruszczynska
University of Durham
Why research autistic women's experiences of Higher Education?
Literature on the impact of autism in autistic adults is slowly growing. Traditionally, autism has been viewed only as a childhood
condition, and the overwhelming majority of autism research published has been and continues to be about autistic children. In
addition, published autism research has mainly focused on exploring the potential medical causes of autism and medically based
autism diagnostic tools. Research has tended not to focus on the how autism impacts on a person’s life and therefore, the
experiences of autistic people, particularly women have been neglected. More research about the experiences of autistic adults is
needed to ensure that research does not continue to focus predominately on trying to establish the medical causes of autism at the
expense of neglecting difficulties autistic people may face in society.
This talk provides an overview of my proposed doctoral study, investigating how the university experiences of autistic women impact on their wellbeing and academic achievement. This research will focus on sharing the experiences of autistic women in
higher education, through the production of a collective story using the research methods of an autie-ethnography (an ethnography
written by an autistic person, in this case myself) and creative interviews of autistic women university students. This research aims
to fill the gap in consideration of autistic experiences, by focusing on a sub-section of the autistic population.
Sophie Phillips
University of Sheffield
ORAL: The contribution of curriculum to developing inclusive practices for primary aged students with disabilities and
special educational needs in Greece
This presentation is based on an empirical research designed to explore the contribution of the Individual Greek Language Subject
Curriculum in providing inclusive educational opportunities for students with disabilities and Special Educational Needs (SEN).
This study asserts the theoretical significance of understanding the “what” and “how” of inclusive teaching and learning in Greece
by exploring the development of inclusive responses to the primary national curriculum which is currently under revision. I
employed an embedded, single-case study research methodology to explore the implications of the curriculum provision made in
the context of the first two grades of primary education. Within the case study research approach I chose a multiple methods
qualitative sequential research design, comprising different research stages. The first stage of my study involved a desk-based
documentary analysis preparatory step, providing a foundation on which the empirical part of my research in three schools was
based. This analysis enhanced my understanding of the curriculum teachers are asked to put into effect and framed the second stage
of my research, which was school-based and comprised teacher interviews and observations. In this second stage of my study I
sought understanding of the actions and perspectives of my nine participants; examining how far and in what ways, in their everyday
practice, they consider the national curriculum a useful tool for supporting their students’ learning. The key themes arising from the
analysis of my findings in one of the three case study schools expose important issues regarding the contribution of a more inclusive
curriculum to developing inclusive practices for students with disabilities and SEN.
Aikaterini Magdalini Mourelatou
University of Cambridge
The impact of the inclusion of visually impaired pupils on the teaching and learning of others
Over the past decade the inclusion debate has centred on the accommodation of specific special educational needs (SEN) and
managing the political agenda without inclusion being detrimental to standards. The vast majority of studies have investigated the
impact of inclusive practices on SEN pupils. This research examines the impact of the inclusion of visually impaired pupils (VIP)
on the teaching and learning of others. My literature searches have yet to find research that has investigated this. It will contribute
to the debate on the desirability and effectiveness of inclusive policies concerned with benefits for pupils and improving contexts
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and capacities of staff. Visual impairment (VI) is a low-incidence SEN, often under-reported in educational data. Therefore,
school and teacher experience can be minimal, yet greater awareness of VI desirable. Evaluating the efficacy and ease or difficulty
of generalising effective practice for VIPs may help to inform placement decisions of VIPs specifically and contribute to a
setting’s ability to respond more effectively to all learners.
The research comprises comparative case studies, using surveys, interviews and classroom observations to examine the extent of
any changes of philosophy in teachers and factors that bring about or hinder effective classroom practice and outcomes for pupils,
teachers and support staff. It takes an inductive approach, valuing pragmatic methodological pluralism to ensure that all
perspectives and actions are explored and their validity is not neglected. The presentation will report on the methodological
challenges encountered in the pilot study (undertaken in a primary and a post-16 SEN setting) and issues encountered in gathering
empirical evidence that links policy and practice.
Clare Martin
University of Reading
The Network Literature Review: a methodology for applying Social Network Analysis to the literature review process in
order to detect core research communities
A detailed methodology for using Social Network Analysis (SNA) to conduct literature reviews is provided. The result is a new
systematic method called the Network Literature Review (NLR). The NLR offers three improvements for researchers. First, the
NLR encourages researchers to use relationships to inform their analysis of literature. A social network perspective requires the
reviewer to consider many different types of social interactions that influence the pursuit of new knowledge, offering opportunity
for stronger analysis and critique. Second, SNA provides powerful visual and analytical tools to interpret bibliographical data in
innovative ways. Concepts like total degree centrality, structural holes, density and community allow for the rapid identification
of both central authors and key publications in a discipline. Finally, the NLR makes the analysis of many publications more
manageable by identifying collaborative sub-groups within larger disciplines, a particular advantage for less experienced
researchers that lack contextual understanding of key authors and concepts.
Thomas Cowhitt
University of Cambridge
Navigating a complex pedagogical landscape: Case study of a progressive early years model in Hong Kong
Hong Kong, which has a rich Eastern culture infused with Confucianism values and a long tradition of formal academic didactic
pedagogy in pre-primary education, is keen to adopt an approach which advocates a play-based, child-centred approach (Hong
Kong Education Bureau, 2017; Curriculum Development Council, 2006). The transition to date has been problematic for the
practitioners who are struggling with how to put the theory into practice (Chen et al., 2017; Cheng et al., 2015) and against the
constraints of a widely accepted parent driven policy discourse that exists within early years institutes (Cheung et al., 2017; Hong
Kong Government News, 2017).
The aim of this study is to identify what aspects of a play-based, child-centred approach practitioners are struggling to put into
practice; how practitioners can navigate the high parental expectations and how practitioners can best be supported in their
practice within their Hong Kong setting.
This case study is a work in progress and looks through a qualitative lens of a Hong Kong early years institute, which has for the
last six years adopted a progressive play-based, child-centred approach. The main methods employed were audiotaped informal,
semi-structured one-to-one interviews with 8 practitioners and one Head of School, classroom observations and documentary
evidence.
The findings from this study are beginning to illuminate and suggest that a pivotal pre-requisite for practitioners to feel confident
and achieve success are having shared values and pedagogical beliefs amongst their peers, managers and setting and the
implementation of a supported perpetual learning cycle embedded within the institutes’ themselves which includes provisions for
collaboration amongst the practitioners themselves.
Virginia Humpage
University of Sheffield
Teacher professional development for changing epistemic beliefs through dialogic history education: A design-based
research study
It has been widely acknowledged that good quality classroom dialogue could have a positive impact on students’ learning and
higher order thinking, which resonates with the idea of ‘second-order concepts’ in historical thinking and reasoning (HTR).
However, limited research has been carried out to investigate how teachers could realise these ideas in classroom through Teacher
Professional Development (TPD). Moreover, studies have suggested that history teachers’ existing preconceptions and beliefs (i.e.
epistemic beliefs) about history might affect their practice towards teaching history. Therefore, in this presentation, I would first
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address that a fundamental change in teachers’ beliefs is essential for the sustainable change of practice and then focus on the
methodologies used in this ongoing research. As the aim of the study is to introduce new pedagogical approach to teachers and to
bridge the theory and practice, I propose a Design-Based Research (DBR) study to first explore teachers’ and students’ epistemic
beliefs, and then to implement an intervention as a form of TPD. The recruitment will involve with eight history teachers from
Taiwanese high schools. Epistemic beliefs will be explored by conducting semi-structured interviews alongside with class
observation. Data will be analysed using Quantitative Ethnography, an integration of qualitative and quantitative methods, to
identify teachers’ and students’ Epistemic Network. Moreover, data collected from teacher-pupil dialogues will be analysed
through coding schemes integrated from T-SEDA (Teacher Scheme for Educational Dialogue Analysis) and the observation
instrument of HTR to observe the possible changes in the quality of classroom dialogue.
Chih Ching Chang
University of Cambridge
The Philosophy of Moral Education in 21st Century China; Adhering to Tradition Or Embracing Globalization?
Twentieth-century China saw a poor, agriculture-dependent dynastic society transition into a communist economic powerhouse.
China continues this transformation in the 21st century with sweeping international and domestic initiatives, increasing internal
strength and global authority. A current major initiative in China is education reform, with a strong focus on ‘moral’ education.
These reforms illustrate China’s response to the advances of globalization and the active practice of curating an ideologically-
strong society. While these moral education reforms are highly propagandized, the underlying philosophy motivating such
reforms remains unclear. What is China’s 21st century philosophy of moral education, and what does it tell us about China’s
future culture, society, and state?
The complex answer has roots in the careful positioning of traditional Confucian philosophy within a globalized world. China’s
philosophy of education is historically rooted in Confucian values; but just as China has transformed, so too have Chinese values.
As the Chinese diaspora continues to expand globally, the philosophy of education and the definition of “morality” becomes
increasingly central to the future success of the 21st century Chinese state.
This paper will analyze China’s 21st century philosophy of moral education, gauging the equilibrium of traditional and “global”
values within proposed reforms. It argues that “moral education with Chinese characteristics” has been purposefully curated with
China’s 21st century goals in mind: strong societal values and “economically-embracing” globalization. This paper aims to
connect theory with practice in the context of China’s 21st century education agenda, examining the correlative relationships
between society, globalization, and education.
Leigh Scott Lawrence
University of Cambridge
Teaching Peace in contexts of Inequality, Insecurity and Polarisation
This paper explores what it means when a government passes a law declaring that all educational institutions must teach peace.
This paper builds upon critical peace education theory, which questions how peace education interacts with the underlying power
structure of the system it is seeking to change to examine the disparity between passing a law mandating teaching peace and the
reality of interpreting and implementing it within a divided and highly unequal education system. It will present data from case
studies conducted in three schools in Colombia, purposefully chosen to reflect the divisions of wealth, race, gender and politics
within the country, alongside survey data from civil servants, educational charities and academics who specialize in peace
education.
The preliminary findings from this data suggest that: western conceptions of peace predominate among elite institutions and acts
as a potentially exclusionary force for those who are not fluent or familiar with these terms; peace education can have a
conservative effect as it relies on a theory of change that re-enforces the responsibility of those with privilege to act on behalf of
those without privilege; without effective government support peace education can be a burden upon resource-constrained schools
and so further alienate teachers and students from the state. It also reflects on what research is needed in order to understand the
system-wide implications of teaching peace at a national level.
Robert Skinner
University of Birmingham
A case study of student perceptions of behaviour management in an independent school Students are intrinsically involved in behaviour management systems in schools and yet often their voice is missing when these
systems are developed or reviewed. This case study explored student perceptions of the behaviour management system at their
school. The case study school was an independent day and boarding preparatory school in Northern England for boys and girls
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aged 8 – 13 years old (Years 3 – 8). Four focus groups were conducted to gain student views in-depth. Each comprised between 5-
7 students and were organised by year group. An equal number of boys and girls participated overall. Participants were
encouraged to share their experiences of how behaviour is managed in their school, how they feel about the current system, and if
there was anything they would want to change. Although the school were aware of which students took part in the focus groups,
participants’ anonymity was protected by ensuring that no individuals were identified in the results and there was no indication as
to which comments had arisen from which focus group. The data were analysed using inductive thematic analysis. Key themes
identified in relation to the Rewards system were: fairness, motivation, and competitiveness. Key themes identified in relation to
the Sanctions system were: effectiveness, fairness, and the value of talking with mentors. Overall the case study indicated that the
students knew the system well and believed it to be effective. However, they perceived that the system was not always applied
fairly. The students offered constructive suggestions for future development of the behaviour management system. The
suggestions and themes identified could be considered by the case study school when they review their behaviour management
policy. This case study is also part of a larger PhD study, exploring alternative approaches to behaviour management in schools. It
fits into the conference theme of the intersection between research, policy and practice, as the case study research results had a
direct impact on the school’s future behaviour policy and behaviour management practice.
Laura Oxley
University of York
POSTERS
Women’s Education in Conflict-Affected Kabul: A Focus on Qualitative Narrative Contributions to Policy
The proposed poster presentation is on the impact of qualitative narrative research on policy. The focus will be on the usage of autoethnography as a method to allow research work to resonate with policymakers and key stakeholders in the research setting.
The purpose of the presentation is to show how Autoethnography, as an emerging research field, can be used to impact policy,
especially in conflict settings. The qualitative and explorative study gained an in-depth insight through the voices of Afghan
women to discover what they can tell us about education in Afghanistan. The women’s experiences, rather than any statistics,
allow for a more authentic understanding of their realities. Internal and external entities could become more aware with an in-
depth understanding of some of those whom they work for and may be able to reflect on the narratives. The study is not meant to
simply offer information about a specific group of women for the sole benefit of informing academic and research groups, but this
study might respond to what is written about Afghan women and to aid Afghan women’s education through informing
international and domestic readers, who could resonate with the literature. The findings point to issues of corruption, poverty,
harassment, discrimination, violence, and the lack of expert faculty and quality facilities in their local education settings.
Hogai Aryoubi
University of Cambridge
Teachers’ professional development: What do experienced teachers want to learn and how do they value learning it?
Maria Fox is a full time teacher and has been teaching in secondary schools, in England, since 2006. She recently completed her
Masters in Education Leadership and Management and would like to propose a poster on her recent research which explored
experienced teachers’ perceptions of their professional development in education in the UK. The poster will demonstrate the
findings of the research, which was to discover what experienced teachers want to learn and how they value learning it.
The research was based on a small-scale, short-term, qualitative study which focused on a concept framework identifying the
focus. All findings from the research were coded and linked to a grounded theory approach whereby themes emanated from the
coded data, and in turn, were interpreted and analysed.
The poster will highlight the research journey, with the summation of the outcome of the study, which was that teachers, despite
the lack of effective professional development in their careers, self-sourced and self-funded professional development
opportunities, outside of their experience in schools, to develop professionally. This highlights the need for more to be done
whereby policy and practice are brought closer together in order for teachers to feel more supported in their professional
development and careers. This may in turn have an impact on retention, which the concept framework revealed was impacting on
teachers’ willingness to stay within the profession.
Ultimately, the research illuminated teachers’ resilience and motivation to self-source and self-fund experiences which developed
them professionally in the absence of effective professional development within their places of work, despite guidance being
published for schools through the 2016 Standard for teachers’ professional development. This highlights the need for more
interaction between policy and practice, in education.
Maria Fox
University of Northampton
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All people have the right to education: the examination of the gap between international law and education practice in the
case of refugee in Germany and Turkey
In this essay, I seek to explore the statement that ‘all people have the right to education’ as this applies to refugees. The essay
draws on Article 26 of the Universal Declaration of Human Rights (1948), that ‘everyone has the right to education’, and it is my
aim to discuss the distance between the formal and the material right to education, as the distance for refugees is considerable.
According to Bieter (2005, p. 35), formal right indicates ‘whether the right to education is officially recognised by states’ whereas
the material right reveals ‘whether the rights to education is factually realised in the states of the world’. The international laws
this essay refers to are the International Covenant on Economics, Social and Cultural Rights (1966) and the Convention Relating
to the Status of Refugees (1951). While ICESCR (1966) marks an overall idea of the right to education, CRSR (1951) reveals
refugees’ rights to education in detail. A literature review will be conducted in the context of Germany and Turkey respectively,
by referring to the education policy towards refugees and empirical researches that examined the effectiveness of those policies.
By comparing the context of the two articles with the limited resources refugees are accessing in reality, this essay suggests that
states which are accepting refugees should be aware of the complexity of their role as education providers, since international law
may only be able to give an outlook of the refugees’ right to education. Although refugees have experienced increased access to
their right to education, the universal fulfilment of their right to education still encounters various difficulties.
Chang Liu
UCL
[email protected] Exploring teachers’ understanding and practices with students with Autism Spectrum disorder (ASD) in an inclusive
primary school in the Kingdom of Saudi Arabia. A Case Study
The number of individuals identified as having Autism Spectrum Disorder (ASD) has increased in recent decades (Frieden et al.,
2014). For example, In the United states about 1 out of 68 children were diagnosed with ASD in 2010 (CDC, 2014). ASD is
defined as a lifelong neurodevelopmental disorder characterized by impairments in social interaction, verbal, and non-verbal
communication, and a restricted repertoire of activities and interests (American Psychiatric Association, 2000). Furthermore, in
the last two decades, as the number of people diagnosed with ASD has risen globally, the matter of how to educate students with
ASD has been critical (Lindsay et al., 2014). Moreover, many researchers examined the effect of including students with ASD in
mainstream classrooms. One study showed that students with ASD in mainstream classrooms received higher scores in standard
achievement tests than students with ASD who were not in mainstream classrooms (Rea and Walther-Thomas, 2002). However,
studies show that teachers’ understanding of inclusive education and the process of teaching in an inclusive environment, as well
as their understanding of the characteristics of disabilities (including ASD), all influence their practices and their confidence
(Jordan et al., 2009 & Specht et al., 2015). The aim of this case study is to investigate teachers’ understanding regarding inclusive
education and ASD and how their understanding relate to their teaching strategies in a male mainstream public primary school in
the Kingdom of Saudi Arabia. This case study employs document review, direct observation, and semi-structured interviews with
general and special education teachers. The analysing of this qualitative data will be using thematic analysis. The findings can be
used to identify teacher’s understanding of inclusive education and ASD as well as the strategies that used in inclusion settings.
Abdulmalik Alkhunini
University of Bristol
[email protected] ‘Teaching for creativity in 21st century: challenges and potential solutoins’
A common understanding was established around the world, that is, it is important to make young people more creative (e.g.
Neber & Neuhaus, 2013). Here, creativity is defined as an ongoing process suggesting that creativity can be cultivated and
developed (Mathews and Folsom, 2008), rather than referring to the notion of giftedness and genius. The importance of creativity
is highlighted in considerable literature (e.g. Sawyer, 2012; Banji, 2011) and it continues to increase in societal, economic and
individual aspects. Since the 1990s, creativity has become centrally related to education globally, as its perspectives shift from
‘mystery’ to ‘mastery’ (Mathews & Folsom, 2008). This shift affects pedagogies and the way teachers support their students,
which makes a link between gifted education and regular education and gives people opportunities to develop creativity in schools
(ibid). Thus, teaching for creativity can be seen as a revolution, which has faced many challenges, and they are still causing
problems (Craft, 2003; Neber & Neuhaus, 2013). This poster focuses on the challenges of teaching for creativity in formal
education, and potential solutions, in order to enhance the creativity of students and teachers, in relation to creative learning
environments and creative attitudes. In the first section, the poster will explore the importance of a creative learning environment
and will address how it can be improved in secondary and primary education. The second section will focus on the significance of
creative attitudes, and the way that teachers encourage students’ positive attitudes towards creativity and measure it.
Yujing Liu
UCL
Experiences of behaviour management: a case study of one senior school leader at a secondary school
Managing behaviour in schools is a key consideration for senior school leaders. It is a topic that often draws attention in the media
and is a major cause of stress for teaching staff. This case study forms the pilot study for a larger piece of PhD research which
includes interviews with senior school leaders around the UK and internationally. The aim of the larger study is to explore
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alternative approaches to behaviour management in schools, other than the predominant system of rewards and sanctions.
Research suggests that the views of senior leaders have a significant impact on the ethos of a school and how behaviour is
managed. This study seeks to gain insight into how the experiences of senior leaders shape their views and therefore the behaviour
management policy and practices in their school. This case study examined the views of one senior school leader at a secondary
school and explored their perceptions and experiences of behaviour management. The participant was a Deputy Head teacher with
responsibility for the school behaviour policy and overseeing behaviour management across the school. The school was a
mainstream secondary school in an urban location in southern England. It was a mixed gender school for around 1000 pupils aged
11-16 years (Years 7-11). A semi-structured interview was conducted with the participant which was analysed using Interpretative
Phenomenological Analysis (IPA). This method was chosen as the IPA framework lends itself to a thorough examination of
individual cases and experiences. Three superordinate themes were identified from the interview data: aspirations; relationships;
and the importance of a structured behaviour management system. The findings of this case study illuminate how the experiences
of one senior school leader (as a student, as a teacher, and as a parent) have all shaped their views on behaviour management. It
also highlights the significant influence the views of senior school leaders can have on the way challenging behaviour is managed
within schools. This study has implications for considering change in the way behaviour is managed in schools, as it suggests that
the experiences of individual senior school leaders may have an impact on their attitudes to alternative approaches to behaviour
management.
Laura Oxley
University of York
The Effectiveness of the communicative approach in a classroom, and the acquisition of the second language for a group of
FE students
This think-piece is an Action Research addressed to L2 teachers (FE)-based practitioners, interested in the effectiveness of the
communicative approach for the acquisition of L2.
The CLT, which focuses on the language perspective, and language teaching aspect (Littlewood, 1981), has been widely adopted in
the foreign language classroom over the last decades. If it appears as a revolution for some researchers, it has been not without
criticism (Whitley 1993, P.137). As a language teacher, I received criticisms on the relevance of the corrective feedback and, on
class management in a communicative classroom. This led me to study the effectiveness of the CLT, to improve my practices and,
to inform the pedagogical body on the strategies likely to assist learners in the SLA. Also, it was important to emphasize on how
the acquisition of L2 is developed, as Rod Ellis (Ellis, 2015) stressed that improvements could be made when practitioner
understands how L2 is acquired. This qualitative research was carried among three participants in a French class at the Bloomberg
centre in England to examine their perception of CLT. This was done by means of participant observation, questionnaire and focus
group (Denscombe 2014, P.178), and complied with the British Educational Research Association’s guidelines BERA (2011).
Finally, strategies for acquisition of L2 were identified. First, defining success in an activity for each task given. Secondly, CF by
reformulation was preferred by the student when provided gradually in a socio-emotional environment. (Hinkel E., 2011) Thirdly,
having their grammar right was seen as a success, Fourthly, communicating in L2 was very challenging, scary and sometimes
confusing.
Laurence Bassingha
University of Huddersfield
A new look at the association between socioeconomic status and educational outcomes in International Large-Scale
Assessments
Two of the main criticisms to studies based on secondary analyses of International Large-Scale Assessments (ILSA) in education
are their lack of theoretical background to formulate the hypotheses that they test, and the alleged lack of comparability of the
constructs that they postulate (i.e. whether constructs like socioeconomic status can be validly compared across countries). The
main purpose of this paper is to use data from the OECD's Programme for International Student Assessment (PISA) to address
these criticisms by: 1) using the items included in the PISA background questionnaires and Multi-group Confirmatory Factor
Analysis (MCFA) to create a SES scale based on Bourdieu’s reproduction theory (i.e. latent variables measuring students’
economic, social and cultural capital); 2) testing the measurement invariance of these constructs across the countries participating
in PISA; and 3) using a set of Hierarchical Linear Models (HLM) to test and compare the association of SES with mathematics
achievement in each of the countries participating in PISA. The importance of this study is given by, as mentioned above,
addressing two of the main criticisms posed on ILSAs and by identifying potential theoretical mechanisms explaining the well-
established association between SES and academic outcomes using ILSA data.
Nurullah Eryilmaz
University of Bath
Roma responses to deficit discourses: a case study of a segregated school in Romania
The Roma are one of the largest ethnic minorities in Romania. They experience marginalisation, including school segregation,
manifested as tracking into Roma-only class-groups in this study. Although policies aimed at desegregation were adopted in 2007
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and 2016, desegregation remains on paper only. This study examined the extent to which Roma students in a segregated school in
Romania internalise and/or reject the deficit discourses constructed about them. It also explored the questions “What are the specific
discourses constructed about Roma students by their teachers?” and “In what ways, if at all, do Roma students resist the discourses
constructed about them?”. Deficit discourses are beliefs that the Roma are culturally, linguistically and mentally deficient. These
are promoted in the scholarship on the topic, which portrays Roma students as ‘problematic’, without adopting methodologies that
give voice to them. Foregrounding Roma student voices, this study shifted the dominant paradigm in the literature. The theoretical
framework fused Foucauldian and Critical Race Theory, highlighting intersectionality and avoiding the common homogenisation
of Roma identities. In a case-study research design, the data was generated through interviewing teachers and Roma students and
through classroom observations. The findings indicated that teachers constructed deficit discourses about Roma students, families,
culture and cognitive abilities. This study argues that Roma students resisted the deficit discourses framing their schooling. The
findings should prompt change in Romanian teacher-training. The theoretical innovation could elicit the emergence of critical theory
specific to the Roma in Romanian education, making theory more responsive to localised policy and practice.
Simina Dragos
University of Cambridge
The experiences of knowledge sharing among recently qualified teachers through the lens of Community of Practice.
This MA thesis research aims to explore the experiences of recently qualified teachers as they become assimilated into a community
of professionals. This research is still in its initial stages of development, currently focusing on literature review, professional
guidelines and benchmark research. This has led to the acknowledgement that the most up-to-date resources focus predominately
on support mechanisms for newly qualified teachers (NQTs), who are likely to experience difficulties entering the teaching
community. However, very little information is available for recently qualified teachers (RQTs). This research is interested to follow
up the NQTs’ journey further onto their professional path, where the institutional support is reduced and they start building their
own place within the community, aiming for a stable and respected position. The research plans to examine whether and in what
ways recently qualified teachers have been involved in the mutual sharing of knowledge among professional circles, by building a
research frame around the theory of community of practice. Lave and Wenger’s concept of ‘Community of practice’ plays a central
role in developing this research by offering the pillars of defining the phenomenon of community knowledge and recognition. The
data collection will contain two aspects - an art based discussion and an interview. Participants will be asked to create a visual
interpretation of their perception of knowledge, professional community and their place within it by using a variety of colours and
shapes. This will provide the opportunity to explore professionals’ understanding of shared knowledge through visual interpretations
and to then discover their lived experiences of it as new members of the community. The research focuses on a small sample of
recently qualified teachers from across the Midlands, in the United Kingdom. To help justify the sample selection it is important to
explain that this piece of research is not related to the work setting of the sampled teachers. Therefore teachers from various settings
would be approached in order to conduct a deductive analysis of RQTs’ experiences of community engagement beyond the broader
arena of narrow individual experiences within a singular setting. Furthermore, this project focuses on the professional experiences
of being introduced to a community of teachers rather than induction policies and recruitment procedures in schools. This piece of
work hopes to contribute to the bank of resources for RQTs voicing their experiences within the community after leaving the
incubating period of being an NQT.
Ivelina Bashliyska
University of Northampton
Re-interpreting Quality: A Discourse Analysis of the Philadelphia Afterschool Youth Development Program Sector
‘Quality’ is a buzzword in educational policy and research around the world, specifically when concerning evaluation and
effectiveness. In afterschool youth development programs (ASYDPs) in the United States, quality is used to delineate the types of
experiences considered worthwhile. It is consequently vital to understand what is meant by quality as public and private funding
and support follow suit. Yet quality, predominantly arbitrated by the research and policy sectors, is viewed as a singular truth
rather than a tool that rose in prominence to shape, understand, and frame educational settings. In this paper, I explore how
‘quality discourse’ – the largely positivistic language researchers, policymakers, and the public use to discuss educational quality
– impacts both conceptualisations and practice of Philadelphia’s ASYDP sector as the city formalises out-of-school learning via a
new city-wide initiative. I examine conceptions of the term ‘quality’ by analysing pertinent documents and texts (e.g., newspaper
articles, press releases, pedagogical tools, assessment instruments, and marketing materials) through a discourse analysis aligned
with Fairclough’s methodology (1989, 1995) and policy analyses and rhetorical analyses conducted by Ball (1990) and Winton
(2013). Subsequently, I consider viable alternative practices that are made invisible by the quality discourse’s narrowing effects.
Preliminary findings and analysis suggest why quality discourse has locally and globally risen in prominence, the structures that
enabled it to do so, and the overall impact upon out-of-school learning and youth in Philadelphia. This paper hopes to provide a
new outlook on what constitutes ASYDP quality and to investigate how policy, research, and practice can come together to shape
a more representative perspective.
Laura Weiner
University of Cambridge
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Sociological perspectives on research contribution (RC) of International PhD students in the context of International Higher
Education (HE)
The rapid global increase in the number of international research students, as a result of the global competitive knowledge economy
and internalisation of higher education (HE), has led to a need to understand the Research Contribution (RC) of PhD students. In
the present study, RC is conceptualised as a knowledge production such as dissertations and journal publications. For example, 42%
of postgraduate research students, including both EU and Non-EU students, are international (N=47,395) in the UK (HESA, 2018).
Hence the RC of International PhD students seems to be significant considering their population that through the lens of Bourdieu's
cultural-capital theory, International PhD students can be defined as Habitus and their academic motivations and competencies from
their social-cultural background can be defined as a capital in the UK HE where can be defined as a field (Bourdieu, 1990; Tran,
2016). The present study, therefore, will utilize Bourdieu’s cultural capital theory in order to shed light on RC of international PhD
students in the UK HE settings.
RQ:
1) What is the nature of the RC of international PhD students on UK HE?
2) What is the impact of socio-cultural factors on the RC of international PhD students in different disciplines and higher education
institutions (HEIs) in the UK?
A semi-structured interview will be used and the data will be analysed thematically. 40 international final year PhD students (Social
science (20)/ STEM (20)) will be recruited from 4 different research-led universities with the purposeful sampling approach. Higher
education institutions (HEIs) will be selected by their market positions in the UK.
The primary objective of this proposed study is to identify the impact of social factors such as class, nationality, and gender on the
RC of international PhD students in the UK. The secondary objective is to gain a deeper insight into the discipline and institutional
difference of International PhD students’ RC.
Emrah Yildirim
University of Bath
Analysis of attributions on the existing problems of sex education in contemporary China.
Sex education was firstly introduced to the Chinese education system in 1988. However, after almost 40 years, sex education is
still not prevailing and only few people have received it. The lack of sex education has caused a lot of serious problems in Chinese
society today, including the high risk of sexually transmitted infections (STIs), high pregnancy rate among teenagers and high rate
of abortion. According to UNFPA, in 2015 the HIV infection rate among adolescent students increased by 60% compared to that
of 2014, and 40% of new infections were among adolescent students aged below 20. Thus, the purpose of this poster is to
investigate why the policy in China has failed to implement sex education at high schools. Based on the relevant literature and the
multiple-choice based survey response from 300 Chinese high-school students, this poster concludes three main issues that are
faced by Chinese formal education. Firstly, Confucianism has strongly influenced Chinese culture, in which sex was portrayed as
a taboo. Secondly, most Chinese schools lack qualified teachers and proper curriculum for sex education. Thirdly, globalization
has challenged the right sextual information to be transmitted to young people, which makes the policy practice more difficult. In
order to implement sex education successfully, this poster suggests that more professional training programmes should be
provided to teachers; more attention should be paid to develop the appropriate curriculum for sex education and more awareness
should be raised to use internet as a learning platform to educate children. In this case, the development of sex education in China
not only need the support from the schools and families, but making changes on the traditional attitude towards sex education in
the society today.
Yutong Cheng
Shangrui Song
UCL
Agency of English Teachers on Teaching with Artificial Intelligence Application
With developing artificial intelligence (AI)-based educational applications, the question of what roles teachers should play in AI-
equipped classrooms to facilitate learning is of great concern. Agency is defined as the human capacity to act and make choices
(Johnson and Golombek 2011). This study focuses on the teacher agency, the affordance and constraints on English teachers
brought by AI. It is framed within the theory of mediated agency and zone of proximal development to especially draws on how
teacher agency shapes and is shaped by the sociocultural settings. All participants are Chinese EFL teachers, working in the after-
school training institutions where an AI-based online educational system is adopted. Around 100 participants reply to a
questionnaire and two of the participants will be interviewed. This is an unfinished study. The result of the questionnaire and one
interview will be presented at the conference. This study presents the process in which educational and professional biographies,
social relationships, and culture contribute to the variation of teaching beliefs and practice. The problems and conflicts reported by
teachers underpin their internal contradictions of transcribing external influence into practice. On the one hand, with resources that
culturally, socially and historically developed available to them, teachers actively respond to the sociocultural settings by adjusting
their teaching with AI in different scenarios. This provides pedagogical suggestions to pre-service and in-service English teachers.
On the other hand, it is presented that the teacher training, administrators of the institution and technology are responsible to
provide a mediational system to support the development of teachers.
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Yurou Song
University of St. Andrews
An analytical framework on NGO-government relations in education provision: rethinking the interplay between theory,
policy and practice
Although basic education is widely regarded in international agreements as a state responsibility, collaboration between the state
and non-governmental organisations (NGOs) in the provision of education services is increasingly advocated in many countries
(Rose, 2007). These education NGOs often target on a specific hard-to-reach disadvantaged groups and aim at being
complementary to the state system. Previous studies have focused on typologies of government-NGO relations. However, they fail
to describe the full range of possible outcomes of relationships, and furthermore, to explain why NGOs choose diverse strategies
in response to different policy text narratives in practice. Therefore, this presentation will discuss government-NGO relations in
education provision based on previous case studies in an analytical framework in four dimensions: 1) institutional conditioning
factors; 2) nature of NGOs; 3) nature of NGO regulation by government; and 4) nature of NGO-government relations. Although
all relations are unique in form, scale and function, they are to different extents the product of these four variables in the landscape
of policy and practice. Moreover, this presentation attempts to analyse how these four contextual factors interact with each other
in order to form a theoretical framework for future case studies in various policy context.
Wanning Zhang
UCL
Education Informatization Policy in China
Since the 1990s, China has been dedicated to start the process of Education Informatization. The term "Education Informatization"
was generated by the development of the information and communication technology (ICT) and used as Jiaoyu-Xinxihua in
Chinese. The earliest Education Informatization policy can be traced back to 1978. At that time, former President Deng Xiaoping
had a speech on paying attention to electronic education application. Since then, Education Informatization policies and
regulations have been issued and published to accelerate the process of information and communication technology
implementation in the educational field. According to the characteristics of the regulations and the policies, there are three
different stages of Education Informatization in China, accordingly, the Initial Stage, the Comprehensively Carry-Forward Stage,
and the Rapid Growth Stage. The Outline for National Mid-term and Long-term Educational Reform and Development Plan
(MOE, 2010) is the most critical and strategic document in the latest stage, which sets the direction of the educational plan in the
current decade (2010-2020). The significance of the Education Informatization policy will be discussed and interpreted in two
dimensions, namely, education beliefs and education practice.
Honghuan Li
University of Durham
Analyzing the multi-layer effect of high stakes assessment on education in the era of globalization
With increasing attention being paid to assessment results with an educational reform on performance-based accountability in the
era of globalization, high stakes assessment has become pervasive in recent years. Attitude towards the effect of high stakes
assessment on education vary across literatures and for different stakeholders involved in the argument, but a division is apparent.
This poster will thus look at evidences for and against the multi-layer effects of high stakes assessment on education, targeting on
Asian students who perform particularly well on assessment whilst suffering the highest level of pressure and test anxiety. A
review of relevant existing researches will be conducted, followed by a close analysis of samples selected from available data
base. It will be argued that the purpose of education is, apart from true intellectual achievement, to cultivate global citizenship in
our younger generations. This includes the development of practical capability, global community sense, certain moral virtues,
intellectual virtues and self-awareness. Therefore, an overemphasis on high stakes assessment undermines education by making
both the progress and content of learning performance-driven, leading a top-down restructure of identities based on the ability to
perform. What’s worse, unjustifiable educational practices are encouraged.
Ailin Mao
UCL
datadrivendance-computer science education through the world of classical ballet
Singularity- A DataDrivenDance: A transdisciplinary mixed method investigation into computing education, using classical ballet
biometric data to help teach computer science theory to disadvantaged/underrepresented secondary aged students, and explore the
ethical and social justice implications of future technologies upon this cohort. Singularity, the ballet & Mixed Reality (MR)
experience- the story of interstellar travel, computing theory and bio digital ethics. This proposed study aims to address: how will
we communicate over interstellar distances? Do we or should we augment the human body to achieve interstellar
travel/colonization?
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Genevieve Smith-Nunes
Roehampton University
[email protected] Curricular responses to mobility: Internationalisation of the curriculum and education for 'global citizenship'
Education makes an important contribution to citizenship. In many nations, the curriculum has been designed to equip student for
the challenges of global citizenship, which develops children’s ability to adapt the mainstreamed value that being approved by
modern democratic society, cultivates them as a citizen of the whole world, not just some local region or group. The poster
explores both the advantages and disadvantages of promoting education for citizenship in an era of global connection. On the one
hand, the education for cultivating global citizens challenged the facts-based curriculum, basically cultivate students to know
social-cultural norms and then to consider the academic perspective that relates to the employable skills or technical functions for
constructing our societies. It trains students to consider the issue that may have global effects, and explores these human problems
which are found and bring people together in order to solve these problems in a more effective way. On the other hand, critics
argue that the approach mistakenly assumes that education is an effective doorway of assimilation into mainstream society for
people from diverse cultural backgrounds. Thus, they disseminate unique social norms to students, meanwhile, students need to
forget their original culture that might be contradictory to some mainstream ideas. The poster will draw the tension between these
two views and discuss the potential solutions.
Gina Cui
UCL
‘Creating Characters’: How virtue attainment and character education are practised within online gaming communities
This poster presentation seeks to adopt a philosophical perspective on the notion of character education and virtue within global,
online communities. The emergence of video games as an expansive and social technology has led educational researchers
towards examining the benefits of gameplay and how such benefits can further the educational development of students. Indeed,
the positive aspects of video gaming which include cognitive benefits such as memory retention, improved co-ordination and
increased problem-solving skills have been well documented. This poster, however, will view the education value of video
gaming in an entirely different light. The importance of character education and leading children towards ‘the good life’ and
practicing good behaviour is a position forwarded by the Jubilee Centre for Character & Virtues (2017) who postulate that ‘A
society determined to enable its members to live well will treat character education as something to which every child has a right’
and, as such, ‘…some form of character education will always be taking place in school’. Through some of the ideas presented on
the poster, I aim to broaden the scope of the concepts explored by the Centre’s framework to also encompass the sorts of online
gaming communities which children have become increasingly immersed in outside of school hours. Drawing upon the works of
virtue theorists such as Aristotle and Julia Annas and linking their ideas to more recent technological thinkers like Shannon Vallor
and Aubrey Anable, I aim to develop an understanding of online communities, the games which they play and how such game
play can lead players towards notions of belonging, responsibility and engagement with others. It is through engaging with these
ideas that I wish to guide discussions of video games and education beyond cognitive development and toward the virtuous and
moral dimensions of character education.
Garth Rollings
University of Winchester
Teacher Evaluations of Student Behavior in High Poverty Urban School Districts: Investigating Measurement Invariance
across Groups and Time
Recent research demonstrates how teacher evaluations of student behaviour can promote classroom environments in which
students thrive (Hughes et al., 2015; Janus & Offord, 2007; Kamphaus et al., 2007). With this in mind, the current study used
measurement invariance (MI) testing to examine psychometric properties of the Behavior Assessment System for Children,
Second Edition- Teacher Rating Scales (BASC-2 TRS; Reynolds & Kamphaus, 2004).
This study investigated teacher evaluations of student behaviour in an urban, high-poverty, ethnic minority sample (n = 484;
Xyears =10.14, SDyears = 1.13). Prior to analysing MI, independent samples t-tests of each subscale were run to explore whether
the sample was comparable to a representative random sample within the United States. MI was then evaluated for each composite
scale of the BASC-2 TRS when completed by the same teacher at the beginning and end of an academic year and by two different
teachers one year apart.
Most subscale means for the study sample were significantly different from the normed sample, with small effect sizes. Analyses
of “Functional Communication” (d = .80) and “Adaptability” (d = .93) yielded large effect sizes, suggesting highly perceptible
differences in teacher ratings. MI was established longitudinally and across groups for 3 of 5 composites (Externalising Problems,
School Problems, Adaptive Skills). MI was not demonstrated for Internalising Problems or Behavioural Symptoms Index
composite scales. Further exploration of variance within these scales is warranted. This project demonstrates complexities of MI
research and highlights the importance of MI in establishing consistency in behavioural assessments.
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Annie Zonneveld
University of Cambridge
WORKSHOPS- DAY 1
Researching with Children in Developing Countries: Methods and Approaches That Work (Insights from my Study)
In recent decades, Nigeria has repeatedly had low pass rates in examinations taken at the end of secondary school. There are
claims that the low student achievements are largely because Nigerian children do not read for pleasure, even though these claims
lack the backing of empirical research. Most reading-related studies in Nigeria have been surveys and have regarded the students as the research objects rather research subjects. Accordingly, there have been limitations in the understanding of children’s
experiences of reading and of their world. Research however indicates that through multiple methodological approaches, an
understanding of children’s lives and experiences can be gained. This qualitative study explores reading for pleasure done by a
group of 9–12-year-olds in a book club in Nigeria. It adopted an approach that saw the children as participants in the research
process, and through an interpretivist theoretical perspective, gathered data using the methods of collage making, observation,
questionnaire, and interviews. The findings provide guidance on practices and policies that could strengthen children’s
engagement in reading for pleasure and thereby improve Nigeria's education system. Additionally, the study provides insights on
methods and approaches that work when researching with children in developing countries, and give evidence that when children
fully engage with the research process and take pleasure in it, they can offer invaluable insights into their worlds. This workshop
is aimed at sharing knowledge on the different methods used in the research as well as their strengths and limitations.
Isang Awah
University of Cambridge
Embracing Open Science: What, Why and How
Openness is becoming an integral part of the research process as more and more researchers are adopting its principles and
practices. Our research group, INSTRUCT, led by Dr Michelle Ellefson, has been increasingly interested in the idea of Open
Science this year. Nearly all of our group members are attending lectures and training sessions across the university with the aim
to understand Open Science and create strategies to practice its principles in current and future research projects. In this workshop,
we will share an overview of what we have learned so far, and encourage those who are interested in learning more about
openness in research. More specifically we will address three questions:
•What is Open Science?
•Why Should Educational Researchers Engage with Open Science?
•How Can We Start Practicing Open Science?
By the end of the workshop participants will have a clear idea of what Open Science is and how they can start practicing it in their
own research. During the session we will demonstrate the most popular open science platforms and show examples of our own
work.
Maria Tsapali and Annie Zonneveld
University of Cambridge
[email protected], [email protected]
A shared Framework for mathematics education: creating a knowledge map that could change practice on multiple levels
How is one’s (implicit) conceptual map of mathematics learning constructed? What could or should it look like when represented?
How might it operate on individual, institutional and national levels as a basis for decision-making and curriculum-building, and
as a boundary object? In this interactive workshop session we challenge you to consider some of the issues we have been working
with as we create the Cambridge Mathematics Framework: a digital, flexible map of school mathematics 3-19 based on research
evidence, emphasising connections and using our collective teaching and learning experiences.
Lucy Rycroft-Smith
Darren Macey
Cambridge Mathematics
WORKSHOPS- DAY 2
- 40 -
Systematic reviewing – from selection to publication: dos and don’ts learnt from a “Teacher Knowledge” project
Our workshop is designed for postgraduate researchers and practitioners interested in learning about the rationale, step-by-step
process and challenges of conducting a systematic review and publishing it. The workshop is built around the recent working
experience from the project ‘Teacher Knowledge: a systematic review of trends across two decades of research’ at the Faculty of
Education, University of Cambridge. The workshop is organised into three major sections. First, I describe the process by which
we selected the studies reviewed and introduce the initial themes we used to categorise the recent literature on teacher knowledge.
I then explore in depth each of the themes and the studies that support them. Finally, from our current, detailed, and systematic
look at the studies on this topic, and the empirical evidence and underlying beliefs with which they support their ideas, I identify
areas for potential dialogue and future research. As an outcome of the project we have created a merged database and uploaded it
to a website, which will be demonstrated to participants as a model. Activities include short presentations, small group work and
discussions covering the entire systematic review process – problem formulation, data collection, data evaluation, data analysis
and finally making it ready for publication. Participants in the workshop will have an opportunity to register their names and
contribute to the ‘teacher knowledge’ website.
Dr. Manzoorul Abedin
University of Cambridge
Methodology as a Means of Meaning-Making: a practical workshop using collage-creation to help find oneself in the busy-
ness world of policy and practice
This workshop will allow participants to engage hands-on with collage-creation, the arts-based research method used to
complement research interviews in my PhD study. The particular form of collage used is where materials are placed rather than
stuck. The study explored what it means to be struggling as a teacher; the context of the study is the English secondary school
system. Teachers in the study expressed tensions between policy and practice as a source of struggling. The workshop will start
with a short overview of the rationale for using collage and a review of the methodological literature. Arts-based methods such as
collage are gaining in popularity as they stimulate visual rather than linguistic thinking and offer the opportunity to express
experiences as holistic, non-linear metaphors. Collage also has revelatory potential as it can uncover that which participants
cannot necessarily express in words alone. Examples from the study will be presented to showcase the analytical approach taken; I
will demonstrate in particular how I intermingled (Grbich, 2007) the verbal (interview) and visual (collage) data. Participants will
then have the opportunity to create their own collages to express - visually - how they experience the intersection between policy
and practice in their own settings or disciplines. Participants will be encouraged to discuss their collages in small groups and to
identify and analyse the visual metaphors they have created. The workshop will close with a plenary to review whether creating a
collage has helped reveal something beyond that which speaking alone would have revealed.
Suzanne Culshaw
University of Hertfordshire
Hands-on Learning with Building Blocks: How Play-based Setting can Set Students Up for Success in our 21st Century
Classroom
Is play-based setting effective in students' learning? As confirmed from academic researches, play can be considered as an
effective format of engaging children's participation and is an important mechanism for children's construction of
knowledge. Play is something that children do, that they are in control of, that they make choices about what they do, when they
do it, and how they do it. Yet, still, we sometimes have uncertainty about the outcome of using play in teaching and learning.
In this hands-on session, the speaker aims to share her practical teaching experience of how to use building blocks as a teaching
resource to enliven classroom instruction. Through painstaking investigation with participants in this workshop, it aims to
empower teachers to have new inspiration on (1) how to create more learning opportunities by learning through play; (2) how to
stimulate students develop 21st century skills - communication, creativity, collaboration and critical thinking skills in a subject
teaching and learning classroom.
Throughout discussions and hands-on exercises with building blocks, participants will share their ideas and experiences to get
some answers on how a play-based setting could support students' learning in school.
Winnie Sin Wai Pui
University of Cambridge
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