BERA Conference 2014 Abstracts – Main Conference Parallel Session 4
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Spotlight Session Chair: Suzanne Carrington |
Ethical Leadership: A collaborative investigation of equity-driven evidence-based school reform. An ARC Linkage project (2012-2015) | |
| 4.01 |
Comparative and International Education The effects of social pedagogic contexts in the teaching of primary mathematics: facilitating learning in two cultures: Hong Kong and England |
605 Relationships between subject knowledge, subject confidence, pedagogical self-efficacy, background and pupil achievement in primary school mathematics in Hong Kong and England 607 Teachers’ understanding, adoption and adaptation of groupwork in primary mathematics: tales from two cultures – Hong Kong and England 608 Enhancing mathematical understanding of children in Hong Kong via effective group work; changes in performance and engagement in a school year within a Confucian Heritage Culture (CHC) 610 Measuring relationships between children’s mathematical achievement, attitudes and collaborative groupwork in England |
| 4.02 |
Curriculum, Assessment and Pedagogy Learning beyond the formal curriculum |
932 Developing ‘open-mindedness’ through an 11-16 curriculum 284 An evaluation of an innovative curriculum: the benefits and challenges of implementing a museum learning curriculum in a secondary school 023 The concept of the absent curriculum: the case of the Muslim contribution and the English National Curriculum for History |
| 4.03 |
Curriculum, Assessment and Pedagogy Factors influencing test and examination performance |
253 Capping of achievement at GCSE through tiering 132 The relationship between time in education and achievement in PISA in England 248 An investigation of the effect of early entry on overall GCSE performance |
| 4.04 |
Early Childhood Professional knowledge and imagination |
756 ‘Words are bandied about but what do they mean?’ An exploration of different project constructions within Foundation Phase Classroom 860 Co-researching CAF: crossing boundaries and sharing strategies 989 Are we imaginative enough as teachers? Pedagogical observation and documentation as a tool for co-constructing communities of learners: A case study of a reception class teacher cluster in one local authority in North West |
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4.05 |
Educational Effectiveness and Improvement Reshaping Educational Practice for Improvement: How Successful Schools Enact Government Reforms in England and Hong Kong |
024 Overview of the Research Design 107 Models of the perceived impact of Headteacher Leadership on improvements in Pupils Outcomes: Results from the survey research on senior and middle leaders 108 Enacting Values and Educational Purpose: How Leaders of the Case Studies Schools Mediate Policy for Improvement 109 How Successful Secondary Schools in England and Honh Kong Reshape External Educational Reforms: Key Messages from the Research |
| 4.06 |
Educational Effectiveness and Improvement Tackling ability and performance issues in primary schools |
182 The beliefs of teachers about socially withdrawn children: Shy versus unsociable 947 Investigating School Performance in the Primary School Sector of Trinidad and Tobago: An Embedded Case Study 1006 Enabling the more able: meeting the needs of higher ability children in 2 primary schools in England |
| 4.07 |
Educational Research and Educational Policy Making Pupil wellbeing and health |
555 Against the tide: Enacting respectful student behaviour polices in ‘get tough’ times 370 Teachers’ commitment to ‘health work’ in Australian schools 601 New Zealand Primary School Teachers’ Knowledge and Perceptions of Attention-Deficit-Hyperactivity-Disorder 827 An exploration of the impact of school exclusion on children’s mental health and well-being: a mixed methods approach |
| 4.08 |
Educational Research and Educational Policy Making Teacher training, professionalism and the purpose of schooling |
124 Exploring options for school site based pre-service teacher education in Victoria, Australia 937 Positioning of the Partnership Development Manager and their role in policy implementation 670 Welsh pupils’ aspirations and expectations: the purpose of schooling 141 Children of Migrant Workers in Urban Public High Schools: An Analysis of the Dual Role of Education |
| 4.09 |
Educational Research and Educational Policy Making Intergenerational basic skills: practices, programmes and policies |
838 The intergenerational transfer of numery skills 839 Fathers reading to their young children in the home setting 842 Predictors of fathers reading to and with their children 844 Family literacy works, and so does family literacy research: European evidence for effective programmes and responsive/effective policy |
| 4.10 |
Higher Education How does higher education challenge and develop student beliefs, values and identities? |
042 Encountering Selves and Others: Exploring College Student’ Learning of Meaning in Life through Social Service Experiences 715 Can critical thinking and sexism co-exist? Exploring moral and political discourses surrounding student critically in higher education 057 Understanding Shifts in the language learning motivaitons, identitites and learning strategies used by Arab learners studying at a UK university: An illustrative phenomenographic case study |
| 4.11 |
Higher Education Creating learning communities: Collaboraitons to support doctoral journeys |
517 Internationalisation without homogenisation: Creating a doctoral learning community 533 Meet, say, share: Investigating informal learning in a community of doctoral students 577 Partnerships for development: Making the international trade in teacher development fair trade 580 Relational agency in a doctoral community of practice: What does it mean and why does it matter? |
| 4.12 |
Inclusive Education Promoting the learning of children with disabilities |
410 Effectiveness and Sustainability of interventions designed to enhance the quality of interactions between staff and people with Profound and Multiple Learning Difficulties: results from a systematic review of the literature 445 Developing novel intervention materials to aid dressing skills in visually imparied children aged 4-6 626 Developments in the provision of habilitation for visually impaired children: developing an inclusive habilitation approach for all children? |
| 4.13 |
Leadership and Management in Education Bullying, recruitment and retraining and disciplining the head teacher |
033 Bullying in the Workplace and Teacher Ill-Health: cause or effect? 041 Recruiting and retaining skilled school council members for Anglican system schools in Australia 064 Critical leadership: a way towards a democratic system of education |
| 4.14 |
Literacy and Language Developing new approaches to supporting, analysing and assessing oracy and dialogic interaction in school |
894 Developing an analytic coding scheme for classroom dialogue across cultural and educational contexts 895 Using FilmTalk to develop children’s reading comprehension 896 Developing a toolkit for assessing children’s spoken language skills in the classroom |
| 4.15 |
Neuroscience and Education What does the brain do during social interaction and other classroom activities? |
648 Acting in Autism: Does a drama programme, using masks, suppotr development of understanding of non-verbal behaviour and feeling states in young people with autism 061 Interchanging ideas between Education and Neuroscience: the study of social interaction in online forums 344 Science or Fiction: what is the current knowledge of neuroscience in further education? |
| 4.16 |
New Technologies in Education Ethnical issues, medical and nursing education |
235 ‘I notice if I follow the lecture on screen only and don;t look at the prof I feel less connected and engaged in what she is saying’: unpacking the uses of technology in medical education 172 Measuring Digital Competence in Nursing Education |
| 4.17 |
Physical Education and Sports Pedagogy Primary physical education |
687 Collaborative provision of outsourced primary physical education 391 To swim or not to swim? Issues surrounding the provision of swimming in English primary school 444 Extracurricular school sports participation and the relationship with physical activity and motivation towards sports in 10-18 year old students |
| 4.18 |
Physical Education and Sports Pedagogy Developing our thinking in PESP |
469 Leaving the phrase book behind: Pedagogical fluency as a vehicle for sustainable curriculum renewal 184 Exploring assessment literacy and efficacy in Physical Education |
| 4.19 |
Post-compulsory and Lifelong Learning The way we live now: How marginalised youth experience education, youth, home and out of work |
315 Dis(en)abled: the lived experiences of inclusion policies amongst disabled young people 316 ‘Having To’ as a culturally defined part of agency in the youth 317 Young mums’ experiences of (re)engaging with employment, education and training provisions |
| 4.20 |
Race, Ethnicity and Education BME progression, retention and attainment |
283 ‘Trying my best’ and ‘being the best’: Exploring the educational expectations of minority ethnic young people in England 221 Exploring the counternarratives of the few: Successful British African Carribean males who have attended elite universities in England and Wales 614 Exploring what enables or constrains access to headship for Black, Asian and Ethnicised (BAME) women 029 Understanding Academic Flight from UK Higher Education: retention and career progression of BME academics in the UK higher education sector |
| 4.21 |
Religious and Moral Education Christianity and secularism in education |
378 An investigation into the influence of Christian ethos on teaching and learning: Preliminary research findings and critique of the What If Learning approach 753 ‘It makes my blood run cold!’ – A distinctively Christian approach to pedagogy, possibilities and tensions 757 Catholic schools in Scotland and Sectarianism: examining the evidence 750 Approaches to the secular and religion in education: an analysis of the ways student teachers understand the role and nature of secularism |
| 4.22 |
Sexualities Tackling sexual bullying and gender related violence |
929 Can training increase teachers knowledge of peer-on-peer, sexist, sexualising or homophobic abuse? Analysis of cross-national data from the Gap Work Project 933 Teachers in England Tackling Gender-related Violence: How is training turned into action? |
| 4.23 |
Social Justice The impact of parenting and family structure on education |
322 The Role of Poverty on Educational Persistence and Family Structure 177 Spatial Disparities in Emotional Responses to Education: Feelings of Guilt amongst Students-Parents 945 Motherhood: An idyllic journey or shamed pathway under surveillance |
| 4.24 |
Social Justice Spaces for educational inclusion and social justice |
850 Exploring the readiness of schools to engage with contested political identities 503 Promoting and enabling success in education: The case of Nordic educators in relation to diversity 764 Learning spaces for Inclusion and Social Justice: Learning about teaching in diverse classrooms through teachers’ stories |
| 4.25 |
Social Theory and Education Education, schooling and parental involvement |
066 Maternal Involvement in Daughter’s Access to Higher Education 116 Parental involvement and the cultural making of parents: An ethnographic study 685 Parental resources, children’s school performance and the school success of teacher children: New findings from a decompositon of social origin effects into class, status, education and occupation |
| 4.26 |
Teacher Education and Development The social realities of teachers’ knowledge work with disadvantaged students |
994 Practitioner research to improve students’ learning outcomes in the north of England: Possible or impossible? 995 Utilising practioner research knowledge to address poverty and student achievement 1008 Practitioner research into students’ lives and aspiration: overcoming deficit perspectives |
| 4.27 |
Teacher Education and Development Professional identity and emotion in teacher development |
394 Professional compass: how subject expertise can influence teachers professional practice 729 Searching for stories: The training encironment as a constituting factor in the professional indentity work of future physics teachers 712 The emotional geography of language teaching |
| 4.28 |
Youth Studies The crisis for contemporary youth: young people, opportunities and civic values in the UK |
519 Opportunities and values among young adults in the UK in the context of the Scottish referendum on independence 520 ‘Do we all have the same opportunities?’ Young people’s views on individual responsibilities and their experiences of structural barriers 522 Opportunities and motivation for volunteering 523 The transition to adulthood – how young people perceive politics, protest and participation in their 20’s |