Developing a dialogic approach to early-secondary science and mathematics teaching – Insights and findings from the epiSTEMe project

Monday, June 16th, 2014

Professor Kenneth Ruthven Cambridge University 16th June 2014 Abstract Recent years have seen growing interest in ‘dialogic’ teaching approaches which aim to encourage pupils to talk in an exploratory way in which they come to take account of different points of view. One key issue, however, is how to craft a dialogic approach so as […]

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From multiversity to postmodern university

Monday, June 9th, 2014

Dr Claire Donovan Brunel University 9th June 2014 Abstract This seminar presentation traces the emergence of postmodernist models of higher education institutions (HEIs) from Clark Kerr’s 1963 idea of the American multiversity to Zygmunt Bauman’s more recent notion of the postmodern university. In essence, postmodernist models of HEIs are characterised by viewing the university as […]

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The class: connections and disconnections in the digital age

Monday, May 19th, 2014

Professor Sonia Livingstone London School of Economics 19th May 2014 Abstract Much interest concentrates on the recent development and use of such educational technologies as the tablet computer, smart board and school information management system. Pedagogic, policy and public debates have seized upon the plethora of new digital devices and contents to speculate about changes […]

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Pronoun interpretation in the second language

Monday, April 28th, 2014

Professor Roumyana Slabakova University of Southampton & University of Iowa and Professor Lydia White McGill University 28th April 2014 Abstract A much-studied phenomenon in first language (L1) acquisition concerns the fact that children have greater difficulty in interpreting sentences with pronouns than with reflexives, the so-called Delay of Principle B Effect (DPBE). In addition, Chien […]

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Multi-word vocabulary and literacy development in children with English as an Additional Language

Monday, March 10th, 2014

Dr Victoria Murphy Department of Education 10th March 2014 Abstract Children with English as an Additional Language (EAL) represent a growing proportion of the primary school population in the UK. While there is great diversity within the EAL population with respect to linguistic and academic outcomes, children with EAL tend to lag behind native-speaking peers […]

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Can psychological research improve selection of teachers?

Monday, March 3rd, 2014

Professor Robert Klassen University of York 3rd March 2014 Abstract Increasing public attention in the UK is being focused on the quality of schools and on the effectiveness of teachers in those schools. There are very good reasons for the attention: teacher effectiveness may be the critical factor driving variation in student achievement, and some […]

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The impact of the social sciences

Monday, February 24th, 2014

Professor Patrick Dunleavy London School of Economics and Political Science 24th February 2014 Abstract University social science plays an essential role in the ‘human-dominated’ and ‘human-influenced’ systems that are central to our modern civilization. Across the world around 40 million people now work or study in university social science, or work in jobs where they […]

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Professional foster carers and committed parents: the challenges of providing permanence in long-term foster care

Monday, February 17th, 2014

Professor Gillian Schofield University of East Anglia 17th February 2014 Abstract There are concerns for the stability and outcomes for children in long-term foster care among policy makers in England and many other countries. The goal of permanence for children separated from their birth families and in the care of the state has dominated child […]

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Heritage speaker bilingualism: input issues in grammatical outcomes

Monday, February 10th, 2014

Professor Jason Rothman University of Reading 10th February 2014 Abstract In this talk, I will first discuss with you what a heritage language is and who heritage speaker bilinguals are.  From there, I will present a survey of experimental research examining their grammatical knowledge and performances, most of which demonstrate that as a group they […]

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Educational testing as an accountability measure

Monday, February 3rd, 2014

Dr Christian Ydesen Aalborg University 3rd February 2014 Abstract In this presentation Dr Ydesen will reveal perspectives based on experiences from twentieth-century Danish educational history by outlining contemporary, test-based accountability regime characteristics and their implications for education policy. He will introduce one such characteristic, followed by an empirical analysis of the origins and impacts of […]

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Can a single model of task complexity differentiate between the difficulty of writing and speaking tasks?

Monday, January 27th, 2014

Dr Parvaneh Tavakoli University of Reading 27th January 2014 Abstract The main body of literature on task difficulty and task design has focused on oral language performance with little research examining how task design and cognitive complexity affect written performance or to what extent the same aspects of task difficulty would impact written task performance. […]

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The effects of social origins and cognitive ability on educational attainment: a British-Swedish comparison

Monday, January 20th, 2014

Professor John Goldthorpe Department of Social Policy and Intervention University of Oxford 20th January 2014 Abstract In this paper we build on previous work showing that in Britain and Sweden alike parental class, parental status and parental education have independent effects on individuals’ educational attainment – i.e. are not ‘interchangeable indicators’ of social origins. We […]

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A sociocultural imagination: speculations on an alternative perspective on research

Monday, December 2nd, 2013

Professor Harry Daniels Department of Education 2nd December 2013 Abstract It has often been claimed that the notion of mediation lies at the heart of Vygotsky’s contribution to social science. However developments of his account of the social formation of mind have tended to have been empirically constrained by limitations in attempts to capture aspects […]

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English as an additional language: talking to learn?

Monday, November 25th, 2013

Professor Constant Leung King’s College London 25th November 2013 Abstract English as an Additional Language is recognised as a significant curriculum issue in school education in England (and the UK more generally). The current policy-sponsored EAL practice (e.g. DfES, 2006) is built on a strongly articulated set of pedagogic and curriculum principles which foregrounds naturalistic […]

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The attraction of psychology and the rhetoric of neuroscience – on ‘knowing how to go on’ in the educational field

Monday, November 18th, 2013

Professor Paul Smeyers Ghent University and KU Leuven, Belgium 18th November 2013 Abstract Psychology’s vocabulary and discourse has become part of our everyday conversations and for many educational researchers it has become the default auxiliary science of education. As a discipline it thrives in the present climate of performativity, where more attention is given to […]

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From past to future: how the educational spirit in parts of Africa is re-rationalized toward the east

Monday, November 11th, 2013

Professor Amy Stambach Department of Education University of Oxford 11th November 2013 Abstract It is virtually axiomatic in education studies today that schooling is a human right. Such a view is often premised on particular ideas about students as autonomous subjects and as holding individual interests in their own wellbeing and economic futures. Without discounting […]

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Student evaluations of university teaching: recommendations for policy and practice

Monday, November 4th, 2013

Professor Herb Marsh, Department of Education and the University of Western Sydney 4th November 2013 Abstract Students’ evaluations of teaching effectiveness (SETs) have been the topic of considerable interest and a great deal of research in universities all over the world. Based on reviews of research by myself and others, SETs are: multidimensional; reliable and […]

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Doing practical work: rationality and heuristics in teaching

Monday, October 21st, 2013

Professor Walter Doyle Department of Teaching, Learning and Sociocultural Studies, University of Arizona 21st October 2013 Abstract A basic tension exists in education between ideas and reform proposals, on the one hand, and practical work in classrooms, on the other. Teacher educators are often disappointed that their graduates do not use what they have been […]

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State and Federal Restructuring of American Education, 2013

Monday, June 17th, 2013

Professor Kern Alexander College of Education University of Illinois, Urbana-Champaign 17 June 2013 Abstract As a result of several recent major U.S. Supreme Court decisions that reversed earlier legal precedents, the constitutional door is now open for the use of public funds for clerical schools. In the wake of these decisions, both state and federal […]

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Disproportionate identification of Black students with special educational needs (SEN): Recent national evidence

Monday, June 10th, 2013

Professor Steve Strand Department of Education 10 June 2013 Abstract Concerns over the disproportionate representation of minority ethnic students in special education date back over 40 years in the UK (Coard, 1971) and the US (Dunn, 1968). In the US the over-representation of Black (African American) students in the categories of Mental Retardation and Emotional […]

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