2016 Doctoral Conference Graduate School of Education University of Bristol

31May–1June

2016 Doctoral Conference

GraduateSchoolofEducationUniversityofBristol

TransformingResearchinEducation

UniversityofBristol2016GSOEDoctoralConference

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TableofContents

WelcomeMessage......................................................................................................................................3

Acknowledgements....................................................................................................................................4

KeynoteSpeakersandAddresses................................................................................................................5

Day1–TuesdayMay31st2016...................................................................................................................7

Session1:EducationalSystems(Room2.26)......................................................................................................71.SchoolProcessesinRuralMexico:CONAFE................................................................................................72.TheBrazilianEducationSystem:APathFullofUpsandDowns.................................................................73.AnExploratoryStudyofContextRealitiesandStakeholders’Perceptions:GivenStudent-centredRecommendationsinNigerianSecondarySchools.........................................................................................8

Session2:ESOLResearch(Room1.21)................................................................................................................81.CurriculumPrescriptionandTeacherIdentity............................................................................................82.HowmyActionResearchwasConductedinAssistingTaiwaneseEnglishTeachersinTransformingtheirTeachingApproaches......................................................................................................................................93.AnInvestigationintoExperiencedEFLTeachers’SelectionandUseofGrammarTeachingTechniques:ABeliefPerspective.........................................................................................................................................9

Session3:ChallengesinResearchMethods(Room1.20).................................................................................101.GettingLostAlongtheWay?SomeChallengesandEmergingSolutionsintheHolisticAnalysisofQualitativeData............................................................................................................................................102.HowFlexiblecanaResearchDesignbeandwhoDecides?......................................................................103.KnowledgeofandAttitudeTowardsMultimodality:Correlations,InfluenceandPredictionsBaseduponTeachingExperiencesandAge.............................................................................................................11

Session4:Technology(Room2.26)...................................................................................................................111.LearningbyResearching:theChallengesofUsingAssemblageEthnographyinaStudyaboutInformationandCommunicationTechnology(ICT)inEducation.................................................................112.BridgingtheIntergenerationalGapUsingTechnologytoLearnaboutBristol..........................................123.ResearchthroughEngagement.................................................................................................................12

Session5:EngagementandLearning(Room1.20)...........................................................................................131.InfluenceofLearnerIdentityonClassroomLearningEngagement:UsingaFreireanPopularEducationApproachtoSupportLow-EngagingYearEightPupils..................................................................................132.Self-controlandGritinSchool-ageChildren.............................................................................................133.Equality,TrustandStudentAgency:aMulti-methodStudyofQuakerSchooling....................................14

Session6:ResearchRoundtable(Room1.21)...................................................................................................14Session7:InternationalStudentsintheUK(Room2.26).................................................................................14

1.LivedExperiencesofAdaptingtoaUKUniversity'sPedagogicSystem.....................................................142.IntegratingtheTeachingofLogicandCoherencetoInternationalStudents............................................153.EU/InternationalDoctoralStudents'PsychologicalWellbeingduringtheirCross-culturalTransitionintheUK............................................................................................................................................................15

Session8:HigherEducationResearch(Room1.20)..........................................................................................161.CulturalPoliticalEconomyofMercosur’sHigherEducationSectoralProject...........................................162.ServiceLearning:Challenging,andChallengedby,theAcademy.............................................................163.ChineseStudents’Perceptionsof,andResponsestoTeacherWrittenFeedbackintheUKHigherEducation.......................................................................................................................................................17

Session9:BytheFireplace–LifeafterthePhD:SecuringaPost-docFellowshipandRoleswithintheUniversity(Room1.21)......................................................................................................................................17


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PosterSession1.................................................................................................................................................181. OnlineExploratoryTalkforWriting.......................................................................................................182. Koreanstudents'knowledgecreationthroughdigitaltechnologiesanddigitalmedia........................183. Olderadultsandtheuseofdigitaltechnologiesineverydaypractice..................................................194. Teacher’sperceptionsofteachingthinkingskillsinthelensofComputationalthinkingframework...19

PosterSession2.................................................................................................................................................201. HowCanWeContributetoImprovingBasicMathematicsEducationinSt.Lucia?..............................202. TheUseofCreativeDramaforTeachingThinkingSkillstoChildrenwithModerateLearningDifficulties(MLD)...........................................................................................................................................203. ImplementingaMulticulturalCurriculuminthePrimarySchoolClassroom:ANarrativeInquiry........204. Howcanreflectiveandcollaborativestrategiesimprovetheimpactandprocessofyourresearch?..21

Day2–WednesdayJune1st2016..............................................................................................................22

Session10:NeuroscienceandEducation(Room1.20)......................................................................................221.LatinAmericanTeachers'PerceptionofBrainFunction...........................................................................222.‘Bridge’theGap:ChallengesinResearchinNeuroscienceandEducation...............................................22

Session11:MulticulturalEducation(Room2.26).............................................................................................231.SouthKoreanStudents'NationalIdentityandPerceptionstowardsMigrantsanditsImplicationsonKoreanMulticulturalEducation....................................................................................................................232.CulturalIssuesinHigherEducation:LessonstoLearnfromResearchingOmaniUndergraduateStudents’CulturalUniversalitiesandPeculiarities........................................................................................23

Session12:InnovativeTeaching:PushingtheBoundaries(Room1.21)...........................................................241.TheELFMethod:howtheELTclassroomcanimitatethereal-worldELFcontext....................................242.ExploringMathematicsExamplesfromaTeacherandStudentPerspective............................................24

Session13:ComparativeEducation(Room2.26)..............................................................................................241.DebtandDesireafterGraduation.............................................................................................................242.Teachers’andStudents’AttitudesTowardDisruptiveBehaviourandDisciplinaryStyles:AComparativeAnalysisofEnglandandNigeria....................................................................................................................25

Session14:ChangingPerspectives(Room:1.21)..............................................................................................251.AHolisticAcademicModelforProfessionalDevelopmenttowardsLecturersattheTechnologicalUniversityofSanJuandelRio.......................................................................................................................252.Journeysfrom“theWorstSchoolinBritain”toUniversity:AFightfortheOppressedPast....................26

Session15:Workshop–WritingtoPublish(Room1.20)..................................................................................26Session16:TeacherDevelopment(Room2.26)................................................................................................27

1.ProfessionalLearningCommunitiesinChileanSchools:LocalrealitiesofTeachers’Collaboration.........272.InvestigatingEarlyCareerScienceTeachers’ExperienceofSubjectKnowledgeDevelopment...............27

Session17:CreativityinEducation(Room1.20)...............................................................................................281.ExploringthePlaceofPoetryinEducation...............................................................................................282.EngagingChildreninResearchby‘GrowingaWhale’intheirSchoolPlayingField..................................28

Session18:BytheFireplace–GettingtheMostoutofyourSupervision(Room:1.21)....................................29ConferenceProgramme............................................................................................................................30

PosterSessions.........................................................................................................................................34


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WelcomeMessage

DearDoctoralConferenceDelegate,

Welcome to the 2016 Doctoral Student Conference held here at the Graduate School of Education,UniversityofBristol. This is an annual eventwhich goes from strength to strengtheach year andasPhDprogrammedirector,Iamdelightedtoseehowthedoctoralconferencedevelopsinexcitingnewwayseachyear.

ThisyearthethemeisTransformingResearchinEducationandtheprogrammeagainlooksveryinnovativeand engaging. We are lucky to have four leading academics who have agreed to be keynote speakers.However,themainaimistoprovideaplatformforcurrentdoctoralresearchers, fromBristolandSWDTCpartner institutions Bath and Exeter and elsewhere, to present their ongoing work in an enjoyable andsupportive context. This is an important event for theGraduate Schoolof Educationandweextendbestwishes toallpresenters,andparticular thanks to theorganisers for theirhardworkandcreative ideas inmakingthesetwodayspossible.

We hope you are able to capitalise on these opportunities to learn from others and to develop yourconfidence in sharing your research ideas. The networking that such events facilitate is of course veryvaluableinitsownright,asisthechancetoenjoysomesocialisingandspendingtimeinthebeautifulcityofBristol!

Unfortunately,thisyearIwillbeawayteachinginHongKongwhentheconferenceisheldandsoIcan’tbewithyou.However,Iamsendingyouallmybestwishesforanothersuccessfulandstimulatingconference.

Verybestwishes

DrSueTimmis

DirectorPhDProgrammeGraduateSchoolofEducationUniversityofBristol


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Acknowledgements

On behalf of the Doctoral Conference Committee, we warmly welcome you to our conference at theGraduateSchoolofEducation,UniversityofBristol.Thisyear’sconferenceisthemedTransformingResearchinEducation,andwillprovideanopen,friendlyandthought-provokingenvironmentforgraduatestudentstopresentanddiscusstheirongoingresearchineducationandotherrelatedsocialsciences.

Firstly, we extend a very special thank you to our keynote speakers for accepting our invitation andreflectingonthemainchallengesoftheresearchprocess:DrPeterEtchells,DebbieWatson,JaneSealeandProfessorAlisOancea.WewouldalsoliketothankalltheGraduateSchoolofEducationacademicstafffortheir invaluable participation in both the workshop and the By the Fireplace sessions: Professors JustinDillonandRosSutherland, DrsShelleyMcKeownJones,AmandaWilliams,GeorgeLeckieandJoRose.

Wewouldalsoliketothanktheindividualswhoseadministrativeandmanagerialsupporthaveassistedusthroughoutthewholeorganisationalprocess:Dr.SueTimmisforhersageandpertinentcontributions,LizRobertsforherpracticalandlevel-headedsupport,DuncanCouttsforhisITexpertiseand,lastbutcertainlynot least, Mark Davey from the Alumni Foundation, for his help with our funding application – and, ofcourse,theFoundationthemselves,whosegenerousdonationhavehelpedmakethiseventpossible.

Finally,noconferencewouldbecompletewithoutthepresentersandparticipantsthemselves.Yourinterestinandcontributionstotheprogrammearemostgreatlyappreciated–weextendourwarmestthankstoallofyou.

Wedohopeyouenjoytheconferenceandfinditstimulating,andenjoyyourstaywithushereinBristol.

Bestwishes,

TheUniversityofBristolDoctoralConferenceCommittee

CoreCommittee

Duygu Cavdar, Sian Ephgrave, Carolina Gordillo,Mike Nandu, Jane Nebe, Zibah Nwako,PaolaRamirez,PoonehRoney,JamesSumner

SupportingCommittee

AliandraBarlete,MerveDemiralp,MyrnaEscalonaSibaja,DiniJiang,Abi'odunOyewole


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KeynoteSpeakersandAddresses

DrPeterEtchells,BathSpaUniversity

Titleofkeynoteaddress:HowtoBuildyourProfileasaResearcher*

AboutPeterDrPeterEtchells isasenior lecturer inbiologicalpsychologyatBathSpaUniversity,and an award-winning science writer. He coordinates the Guardian's science blognetwork, where he also writes the psychology blog Head Quarters. He writesregularlyaboutvideogameresearch,openscience,andnonsensesciencethatcropsupinthemedia.http://www.theguardian.com/profile/pete-etchells http://www.bathspa.ac.uk/our-people/p.etchells

DrDebbieWatson,UniversityofBristol

Titleofkeynoteaddress:CreativeandArts-basedResearchMethodswithChildren:ChallengesandOpportunities*

AboutDebbieDebbie is a Reader in Childhood Studies and Director for the PhD/ MPhil Research Programmes in theSchool forPolicyStudies.Her research interests includechildand familypovertyandwellbeing, life storyworkandobject importance foradoptedchildrenand the roleofartsbasedandcreativemethods in co-producedandparticipatoryresearchwithchildrenandfamilies.http://www.bristol.ac.uk/sps/people/debbie-l-watson/index.html


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ProfessorAlisOancea,UniversityofOxford

Titleofkeynoteaddress:TheImpactsofImpact:ontheRiseof‘Impact’inResearchPolicyandGovernance

AboutAlisProfessorAlisOancea is Pro-Proctor at theUniversityofOxford,AssociateProfessorinthePhilosophyofEducation,and,fromnextterm,DirectorforResearch at the Oxford University Department of Education. She haslearned about the challenges and rewards of thedoctoral journeynot only fromher own twoPhDs, butmostimportantlyfromherfantasticdoctoralstudents,whohavebecomeaccomplishedprofessionalswhileremainingfirmfriends.Herresearchaddressesquestionsaboutresearchpolicyandgovernance, includingresearch impact, quality, assessment and public discourses about research, as well as philosophicalquestions about research methodology. In her writing, she has challenged divisive interpretations ofresearchmethodologiesandofresearchgovernanceandconceptuallyunderdevelopedmetricsforresearch,while arguing for the importance of a tight relationship between philosophical, theoretical and empiricalinquiry in the social sciences and the humanities. Books include "Introduction to Research Methods inEducation"(Sage),"AssessingQuality inAppliedandPractice-BasedResearch"(Routledge),and'EducationforAll' (Routledge).Hermost recentpublications are "Theecologies andeconomyof cultural value fromresearch"(2015)and"Theaimsandclaimsofeducationalresearch"(2016).http://www.education.ox.ac.uk/about-us/directory/alis-oancea/

DrJaneSeale,theOpenUniversity

Titleofkeynoteaddress:CanInclusiveMethodsTransformEducationalResearch:OpportunitiesandChallenges?*

AboutJaneJane Seale is a Professor of Education in the Faculty of Education andLanguage Studies at the Open University. Jane’s teaching and research interests lie at the intersectionsbetweendisability, technologyand inclusion.Herwork focuses inparticularon the role that technologiesplay in the lives of people with learning disabilities and the factors that influence or sustain the digitalexclusionofdisabledlearners.Herrecentworkhasalsofocusedonhowtheinclusivepracticesofteachersand support workers might be enhanced through the development of 'positive risk taking'. Jane hasdeveloped a national and international profile in the field through key roles such as President of theAssociation for Learning Technology (2006-7) and Digital Inclusion consultant to the ESRC fundedTechnologyEnhancedLearning(TEL)ProgrammeintheUK(2009-2012).Jane’smethodological interest is thedevelopmentandevaluationofparticipatory researchmethods thatpromotevoiceandempowerment fordisabledresearchpartners. Janehasrecentlycompletedaresearchstudyentitled“Towardsequalandactivecitizenship:pushingtheboundariesofparticipatoryresearchwithpeoplewithlearningdisabilities.Between2007and2010JanewasCo-DirectoroftheESRCNationalCentreforResearchMethods.ShehasrecentlyservedontheREF2014Educationpanel intheUKwhichhadtheresponsibilityforassessingthequalityofeducationalresearchconductedinUKuniversities.*Thesesessionswillbeaudiorecorded


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Day1–TuesdayMay31st2016

Session1:EducationalSystems(Room2.26)1.SchoolProcessesinRuralMexico:CONAFERosaMariaCruzAvendano,UniversityofSouthamptonStateslocatedinthesouthwestofMexicohavehistoricallyshownthelowestattainmentandachievementlevelsinthecountry.Lowpupilperformanceandhighdropoutlevelsinbasiceducationmainlycorrelatedtothe lowsocioeconomicstatus (SES)andothersocio-cultural factorscharacteristicofsuchsettings.Closingthe achievement gap existing between the schools and subsystems (e.g. rural and indigenous schools)cateringtheverylowincomepopulationhasbeensuggestedasonesteppingstonestowardsclosingthegapbetweenlowincomeandhighincomepupilsinthecountry.However,verylittleisknownabouttheschoolprocessesthattakeplaceinruralschoolsandthecontextualfactorsthatareinfluencingsuchprocessesandtherefore,studentoutcomes.Thisstudyaimstodisclosesomeoftheschoolprocessesthataretakingplaceinmulti-gradeschoolscateredbytheNationalCouncilforPromotingEducation(CONAFE)insmallruralpopulationsinthestateofOaxaca,Mexico.WeareaimingtocontributetoSchoolEffectivenessResearch(SER)andSchoolImprovementfieldsconductedinMexicobyexploringschoolprocessesthatcanprovideevidenceofthemostimportantfactorsinfluencingstudentoutcomesinsuchsettings.2.TheBrazilianEducationSystem:APathFullofUpsandDownsGeorgiaSobreiradosSantosCêa,UniversityofBristolThebuildingoftheBrazilianeducationsystemhasbeenacomplexhistoricalmovement.Severaleducationpolicy reforms have been continuously implemented since the 1930s when the industrialization processstartedinthecountry.ThispresentationwillfocusontheBrazilianeducationsystemanditsmainfeaturesconsideringrecentchangesineducationpolicy.ItaimstoofferanoverviewoftheBrazilianeducation–itsorganizationandstructure–underliningsomechallenges inschoolingprovision,especiallyconcerningthebasiceducationlevel.RecentresearchfindingsrelatedtoeducationpolicyinBrazilwillanchorthecontentsofthepresentation;suchresearch,guidedbyadialecticalapproach,wasbasedontheoreticalstudiesanddocument/dataanalysis.Theargumentisorganizedinthreemoments:first,theinfluenceofthecolonialistlegacyontheeducationsystem;second,themaingovernment’sattemptstobuildanationaleducationsystem,includingthemostrecent measures; and, finally, two controversial issues regarding the education funding and theestablishmentofpublic-privatepartnerships.Despite thenationalefforts to improvebasiceducation, thestrong influence of market regulations on the system outcomes has been an obstacle for overcomingeducationproblems.


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3.AnExploratoryStudyofContextRealitiesandStakeholders’Perceptions:GivenStudent-centredRecommendationsinNigerianSecondarySchools.Abi'odunOyewole,UniversityofBristolMy doctoral research explores recent attempts to introduce student-centred instruction to secondaryschoolclassroomsinNigeria.Theconductofthisresearchwasinformedbytheadvisedneedtobecriticaloflearner-centredpolicytransfertodevelopingcountries(Guthrie,1986).Especiallyinviewofthemanyandpersistent reports of implementation failures in developing countries (Schweisfurth, 2011). Secondly, theargument that cultural and contextual differences have significant influence on the implementation oflearner-centred education reform, has maintained its credibility over the years (Guthrie et al., 2015;O'Donoghue,1994;O’Sullivan,2004).The aim of this presentation is to highlight assumptions and gaps in the process of recommending andintroducing learner-centred reform inmycountry. Thepresentationwill focuson theuseof aqualitativeresearchdesigntoaddressquestionsaboutcontextrealitiesandperspectivesofthoseinvolved,especiallyteachersandstudents.Theresearchfindingswillalsobereportedwithanaccountoftheinferencesdrawnfromthekey themes.Myhope is thatmy researchcanchallengewidespreadnotionsabout instructionalpractice inNigeriansecondaryschoolsandquestionthetrendingappealof learner-centredreform,withinthe context. Perhaps this attempt to change perspectives can then transform educational practice inmycountry.

Session2:ESOLResearch(Room1.21)1.CurriculumPrescriptionandTeacherIdentityFawziyaHamdanAlZadjali,LeedsBeckettUniveristyThequestionof the influenceof teacherprofessional identityontheirdailypractice (Beijaardetal,2004)hasbeenwidelyresearchedandobservedineducationincludingthefieldofTESOLwithresearcherssuchasNias (1989); Connelly and Clandinin (1999); Goh et al (2005) and Blignaut, (2008) provide evidence thatteachervaluesandbeliefsplayanessentialroleinhowtheydotheirwork.However,thereislittleresearchthat examined the relationship between curriculum prescription and the development of teacherprofessional identity. Thisqualitativeand interpretive researchaims toaddress this issueby filling in thisgap and researching the impact of curriculum prescription on the development of non-native EnglishlanguageteacherprofessionalidentityinOman.Specifically,inthispaper,Iwillbelookingatteacherbeliefsaboutthemselvesasteachersandtheirbeliefsabouttheprescribedcurriculumtheyteach,inordertoshowthekindof impactthiscurriculumcanhaveonteacherprofessional identity. Iwilldiscussteacherbeliefsandvaluesaboutthemselves,andcomparethemagainsttheirpractice,inordertorevealthepreviouslylessresearched connections between curriculum prescription and teacher professional identity. Based onmyfindings Iarguethatcurriculumprescriptiondoesnotnecessarilyhelp teacherssee the fullpictureof thelearning-teachingprocess,rathertheirvisionbecomesquitenarrowandfocusedonlyontheirdailypracticerepresentedbytheirlearnersandteaching.Inconclusion,thisresearch,bycloselyexaminingtheimpactofcurriculumprescriptiononthedevelopmentofteacherprofessionalidentityshedsnewlightonconsideringthistypeofcurriculumforteachersincontextswithonlyonenationalcurriculumandpresentsamodelforcurriculum that promotes the growth of teacher professional identity. This paper presents specificimplicationforpolicyandpracticeinrelationtoteachereducationandcurriculumdesignanddevelopment.


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2.HowmyActionResearchwasConductedinAssistingTaiwaneseEnglishTeachersinTransformingtheirTeachingApproachesYi-MeiChen,UniversityofExeterThe impacts of globalisation have led to educational reforms worldwide. To enhance nationalcompetitiveness,manycountrieswhereEnglish is taughtasa foreign (EFL)or second language (ESL),oneafteranotherhavereviewedtheircurriculum,andembracecommunicativeapproachesasthecentralpillarof government rhetoric. This is perhaps due to the compelling nature of their underlying principles. Themainprinciple is to learncommunication throughcommunication.However, fewsuccessful casesof theirimplementation have been reported at school level in EFL contexts. Traditional pedagogies, such as thegrammar-translationandAudio-lingualmethods,arequestionedas towhethertheyhavethepotential todeveloping learners’ L2proficiency.Theyare stilldominant in certainEFL contexts, includingTaiwan,andmay be responsible for unsatisfactory teaching results in such contexts. Clearly there is a gap betweengovernmentrhetoric,theoryandteachers’practice.

Convincedbytheircompellingunderlyingprinciples,andspeakingfrommyownexperienceofusingthem,IbelievethatcommunicativeapproachesareessentialforEFLlearners.Therefore,mystudyaimedtosolvetheproblems inaTaiwanese secondary school. Teacher learning is a complexprocesswhichmay involveteachers’beliefsandknowledge.Itisunlikelythatsignificantchangeswouldtakeplaceintheirpedagogicalpracticeafterteachershavebeensimplyintroducedtoanapproach;severalstepsshouldbetakentohelpteachersdevelopknowledgeaboutnewapproachesandthenrefinetheirpractice.Thus, it isnecessarytoset up a teacher development programme to assist teachers with this development. Employing actionresearchwashelpfultoinvestigatehowthisprogrammecouldassistteachers,sinceimprovementscouldbemadeprogressivelyduringseveralreflectivecycles.

Inthispresentation,Iwillreportonhowthespiralprocessintheactionresearchcyclesledtheteacherstoconceptualisetheirpractitionerknowledgeofdevelopingcontext-sensitivecommunicativeapproachesandtheirimplementation.

3.AnInvestigationintoExperiencedEFLTeachers’SelectionandUseofGrammarTeachingTechniques:ABeliefPerspectiveAnnaCsernus,UniversityofBathTeacher cognition ingrammar teachinghasbeenwidely researched in the last fewdecades.A significantnumber of studies have been conducted on teachers’ beliefs and their overall approach to grammarteaching. The impact of experiential, cognitive and contextual factors on teachers’ grammar teachingpracticeshasalsoreceivedsomeattention.However,teachers’choiceanduseofpedagogicaltechniquesingrammar teaching seems tobeanunder-exploredareawithin teacher cognition researchand, therefore,requiresfurtherresearchinarangeofcontextsandfromdifferentperspectives.Thepresentstudysetsoutto investigatetherelationshipbetweenteachers’grammarteachingbeliefsandtheirselectionanduseofpedagogical techniques, with particular attention to the bidirectional relationship between beliefs andpractice.AsIamintheprocessofcollectingdatatheaimofthispresentationistodiscuss1)howpilotingthestudyhelpedtoprepareformydatacollectionand2)challenges(bothpracticalandethical)thatIamfacingwithduringdatacollection.


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Session3:ChallengesinResearchMethods(Room1.20)1.GettingLostAlongtheWay?SomeChallengesandEmergingSolutionsintheHolisticAnalysisofQualitativeData.PaulinaRuiz,UniversityofBristolAcommonfeatureofethnographicresearchisthatitincludestheuseofdifferentdatacollectionmethodsovera“fairlylengthy”(Hammersley,2006:4)periodoftime.Therefore,itisexpectedthatattheendofthedata collection process the researcherwill have obtained a considerable amount of original data from arangeofdifferenttechniques,suchasinterviews,observationsandartefacts.

Itfollowsthat,havingtohandlesuchasignificantamountofdataisoneofthebiggestchallengesinvolvesinthis kind of research since it entailsmaking sense of it, not getting lost in the analysis process. Further,despite the existence of an extensive methodology literature that provides varied ways to handle andanalysequalitativedata, there is littleonhowtodealwithethnographicdata fromdifferent sources inaholisticway.

ThispresentationwilldiscussthischallengeinlightofanongoingdataanalysisprocessfrommyresearchonChilean teenagers’ digital practices at school. This is a 4-month ethnographic case study research in twoschoolsthatusedvarieddatacollectionmethods:participantobservations,individualandgroupinterviewswithteachersandstudents,artefacts,students’diaries,andstudent-collectedonlinedata.

Thepresentationwillshowtheprogressmadesofarinthedataanalysisprocess.Itwillfocusontheprocessof selecting and adjusting analysis techniques provided by the literature on the field (e.g. critical eventsanalysis,datacondensation) inorder toanswer the researchquestionsandsuit the logic followedduringfieldwork.

2.HowFlexiblecanaResearchDesignbeandwhoDecides?StevenPeters,UniversityofBristolThispaperexploresdecision-makingrolesinresearchdesignwhenresearchersandparticipantsareviewedas co-researchers. It stems from original empirical research conducted as part of a MSc in EducationalResearchattheGSoE,UniversityofBristolin2009,lookingatteacherlearning.The impetus to reflect on my initial approach came in response to a question from the floor at aprofessional association (BALEAP) conference inNovember2014anda subsequentarticlewritten for theIATEFLELTResearchnewsletter(Peters,forthcoming).Had I allowed forparticipants tobe involved indataanalysis in the researchprocessand ifnotwhynot,consideringIhadgonetosomelengthtoimplementadesignincorporatingparticipantdecision-makingandinterpretation? Negotiation of responsibility was designed into data collection, interview protocols andparticipantvalidation.Similarly,approachesineducationalresearchhaveattemptedtoredressimbalancesofpowerbetweenpeopleworkingwithdata.Theseincludeworkonculturalcontext(Shah,2004),teachervoice(AtkinsonandRosiek,2009),multilingualismandtheroleofinterpreters(Andrews,2013),andteacherlearning(Mann,2011).Theremaybescopefor increasingengagement inresearchbyteachersbysharingrolesmorefluidly. It iswithinatheoreticalframeworkdrawingonHacking'sdistinctionbetweenideasandthings(1999,2003) inordertobridgeconstructivistandcriticalrealistunderstandingsthatitissuggestedherethatresearcherandparticipantrolescanbenegotiatedinamannerconsistentwiththisframework.Furthermore,theneedto


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go beyond the common understandings of the everyday context (Pike, 1954) alongside training in dataanalysis pointed in this project to greater levels of responsibility for this researcher, while benefitsmayfollowifweinvestinenablingothersintheseendeavours.Thispaperargues thatwhile linesneednotbedrawnpermanently inanygivenresearchproject, there ishoweverastrongcasefortransparentreporting.Audiencescanthendecideforthemselveswhethersuchpowerboundariesaredrawnornegotiatedfortherightreasonsforallinvolved.3.KnowledgeofandAttitudeTowardsMultimodality:Correlations,InfluenceandPredictionsBaseduponTeachingExperiencesandAgeHenryNicholas,UniversityofExeter

Thestudyexaminedteachers’knowledgeofandattitudetowardsmultimodalitybasedupontheirteachingexperiencesandage,aswellastheoverallpredictionofknowledgefromtheirattitude,experiencesandage.Analysesofresponsesfrom30KS2teachersteachingwritingrevealedthatteachingexperiencesandagedidnot contribute significantly to knowledge and attitude while attitude predicted significant portions ofvariance on knowledge. Pearson product-moment correlation coefficient indicated negative correlationbetweenteachingexperiencesandattitude.Thepost-hoctestsfromaone-waybetween-groupsanalysisofvariance did not provide significant comparison between age groups on attitude. A two-way between-groups analysis of variance stated no significant difference between age groups and knowledge uponattitude. Multiple regression analysis provided significant influence of attitude upon knowledge aftercontrollingforexperiences.

Session4:Technology(Room2.26)1.LearningbyResearching:theChallengesofUsingAssemblageEthnographyinaStudyaboutInformationandCommunicationTechnology(ICT)inEducation.PaulaLameu,UniversityofBirmingham

Thepurposeofthispresentationistotalkabouttheexperienceofusingassemblageethnography(Youdell,2015; Youdell andMcGimpsey, 2015) as a research approach to investigate the use of Information andCommunicationTechnologyinPrimary,SecondaryandPost-secondaryeducationintheUnitedKingdom.AssemblageethnographyisanapproachthathasbeendevelopedbyProfessorDeborahYoudellandDr.IanMcGimpsey.Usingethnographicmethods,thefocusoftheobservationisnotonlythehumanparticipants,buttheassemblageinwhichtheunitofthestudytakesplace.Byassemblageitismeantwholesconstitutedby independentparts that togetherarecoherent: individuals,objects,practices, relations,eventsandanyother thing, human/inhuman, that may act as a component of the educational process. Regarding thepresent research, ICT is the main component of the assemblage, but other components will also beobservedaspolicies,media,institutions,charities,eventsassymposiums.

Thequestionraisedis‘HowdoestheuseofICTineducationaffectpedagogicalprocessesandtheidentityofparticipants–andisaffectedbythem-ifeachofthemispartofthesameassemblageandequallyvital?’ItispresupposedthatICThasanimmanentvitalitythatorientsthehumancomponentstoact.Acasestudyhasbeendevelopedtoanswerthisquestion,examiningPrimary,SecondaryandPost-secondaryeducationinBirmingham.Theobstaclesandchallengesfacedduringtheprocesswillbediscussed,aswellthechoicesanddecisionsthathadtobemadewhiledealingwithfieldwork,theoryandwriting.


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2.BridgingtheIntergenerationalGapUsingTechnologytoLearnaboutBristolDianaErandiBarreraMoreno,UniversityofBristolIn light of rapid sociotechnical change and increasingly ageing societies we are seeing widening dividesbetween generations. It has been argued that technological development is partly to blame for thesedivides.However,thatargumentstemsfromasimplisticpointofview.Inthecontextofageingsocietiesandsociotechnicaladvancementsthereisaneedtoexplorewhether,howandinwhatwayswemightmakethebestuseofdigitalresourcestoencourageintergenerationalactivities,relationsandunderstandings,whichmight in turn,generatemorepromising intergenerational futuresandamorereflexivesociety.Thisstudyenquires into theprocessesofcreating intergenerational spacesmediatedby technologywitholder (60+)andyounger(under21)peoplelivinginBristol.Iproposetoco-createwithpeopleadigitalversionoftheiroralhistoriestosustainthearchiveofanexistinginteractiveonlinemappingtool(MapyourBristol). Iwilluse the framework of Communities of Practice to study the possibilities of enabling intergenerationalencounters, relations and understandings. Having carried out an exploratory pilot I see the substantialpotential of further investigating this topic. Based on the findings of this pilot I will attempt to includepeople’s voices as much as possible following an Action Research design. The data collected throughobservations,focusgroupsandthecreationofdigitalstorieswillbeanalysedusingthematicandnarrativeanalysis.

3.ResearchthroughEngagementAmandaRamsay,UniversityofBristolResearchthroughengagement-aoneyearcommunityplacementlookingintochangesinlocalgovernmentand the planning system, which were significantly overhauled by the Localism Act (2011); what can theconceptofsocialcapitaltellusaboutplanningunderlocalism,inrelationtoKnowleWestFuture(KWF),alocalneighbourhoodplanningforuminsouthBristol?

ThisispartofthebroaderProductiveMargins:regulatingforengagementresearchproject,concernedwithquestions of co-production, regulation and engagement; a collaboration between research teams in theUniversityofBristol andCardiffUniversitywithexpertise in law,arts,humanitiesand the social sciences,workingalongsidecommunityorganisationsandsocialenterprisesinBristolandpost-industrialSouthWales.

As such, I am examining the literature around building social capital in community group settings, usingonlinecommunitytechnologytools, includingsocialnetworkingsites (SNS);digitalplatformswereused inmylaunchworkwithKWF,whichIset-upandranastheirCommunicationsOfficer,becausesuchtechnologytoolshavethepotentialtobuildnewrelationshipsandbroadenthereachofnetworksforcollectivechange(BoydandEllison,2007).

Duringtheprocessofanalysingthedata,Iwillusemyfieldnotesandreflectionswrittenwhilstinthefieldtowriteanautoethnographicpiece(Ellis,1995)todescribeandsystematicallyanalysemytimeinthefieldastheKWFCommunicationsOfficer.Thisapproachtreatsresearchasapolitical,socially-justandsocially-consciousact(Ellis,1995)andaimstohelpunderstandtheculturalexperience;tohelpmeunderstandmyowncomplexpositioninKWFandthiswillformpartofmythesis.Iwanttothinkaboutmyjourneyintermsof'praxis'-giventhatIwasembeddedinthepracticeratherthanthetheory.


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Session5:EngagementandLearning(Room1.20)1.InfluenceofLearnerIdentityonClassroomLearningEngagement:UsingaFreireanPopularEducationApproachtoSupportLow-EngagingYearEightPupilsReubenShekwonyaduKatai,UniversityofBristol

The study looks at year eight pupils’ classroom learning engagement, exploring the relationshipbetweenpupils’constructionoftheiridentitiesaslearnersandlevelsofengagementinclassroomlearning.Itworkstowardsatheoreticalmodeloflearneridentity–classroomlearningengagement,basedondatafromthreephasesofresearchwithpupilsofanacademyinBristol,andtheirteachers.Thestudyalsoseekstoidentifythemaininfluencesframingpupils’senseofthemselvesaslearners,andisfollowedbyatrialinterventionprogramme.

The first phase of the project involved interactive questionnaire completion by pupils and their teachersusing quantitative and qualitative methods. The subsequent phase was interventionist, using Freireanpopulareducationmethodswithinacriticaltheoryframeworktohelplower-engagingpupilsconstructmorelearning-empowering identities. It featured video-recorded group work and creative modelling activitieswith pupils and support staff. The final phase of the project tracked participants’ development throughinterviews.

Whilst thedata collected is still being analysed, theproject represents an interesting intersectionof twoordinarilyparalleleducational streams–popularand traditionalormainstream,bothhistoricallyviable ineducatingvariousgroups.ItadaptstoaschoolsetupFreireanpopulareducationmethods–originallyusedto galvanize literacy in a context of Latin American socio-political revolution. The study fuses populareducation theory with current research and policy discourse about the role, significance and effects ofsupportstaffinBritishschools;particularlywithrespecttoeffectsonpupils’constructionoftheiridentitiesaslearners.Thestudythereforepursuesabetterunderstandingoftheconceptofpupils’learneridentitiesas affects classroom learning, the potential for alternative spaces within schools than the classroom forclassroom-impactingautonomy-enhancingsupportwork,andapotentialadditiontotherepertoireoftoolsandmethodsthatsupportworkershavetoworkwith.

2.Self-controlandGritinSchool-ageChildrenPoonehRoney,UniversityofBristolGainingadeeperunderstandingofwhysomelearnersaremoresuccessfulthanothersacademicallyholdsthe promise of greater opportunities for all learners. Whilst the role of aptitude and cognitive skills inacademicperformancehas longbeenestablished (Finnetal.,2014;Welsh,Nix,Blair,Bierman,&Nelson,2010), less is knownabout “character” skills, such as self-control and grit (Duckworth&Yeager, 2015, p.240).

Researchhashighlighted the importanceof“character”skills, inaffecting labourmarketoutcomes, socialbehaviour and health (Farkas, 2003, Heckman et al., 2006, Heckman, 2013). There are vast individualdifferences in the stamina to pursue long-termgoals and in the ability to delay gratification (Duckworth,Peterson,Matthews,&Kelly,2007;Duckworth&Seligman,2005).Theseindividualdifferencescanaccountforsomeofthevarianceinsuccessoutcomesandmayexplainunderachievement.

Theaimofthecurrentresearchistoenhancetheunderstandingofthecontributionofself-controlandgrittosuccessoutcomesindifferentdomainsandtoexploretherelationshipofcognitiveskillswithself-controlandgritforindividuallearners.


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Threestudieswillbeconductedtoaddresstheaimsofthis investigation. Studies1and2willexplorethepossible relationshipof cognitive skillswith self-control andgrit, usingquantitativemethods. In study3,mixed methods will be used to build a more comprehensive picture of self-control and grit in specificdomains.Thisstudywillexplorebothwithinparticipant,aswellasbetweenparticipantdifferencesinself-controlandgrit.

3.Equality,TrustandStudentAgency:aMulti-methodStudyofQuakerSchoolingNigelNewton,UniversityofBristolSchools are multifaceted organisations, comprising complex people, engaged in diverse activities withmultiple aims and priorities (Bryk et al., 2010). How one student responds to their school environmentoften differs significantly from how others do. Identifying and isolating the ways a school environmentaffects a student’s learning, asopposed toother factorsexternal to the school, is problematic (Houtte&Maele,2011).

However,schoolculturedoesexist.Differentschoolscreatedifferentexpectationsandbehaviouralnorms,createdifferenthierarchiesofvaluesandengageindistinctsocial,artisticandacademicactivities.Itisnotunreasonabletohypothesisethatstudents’experienceswithinthesedifferentcultureswillaffectthewaystheylearn(MacNeiletal.,2009)?

MixedmethodsresearchwascarriedoutinseveralQuakerschoolswithintheUK.Althoughdifferent,eachparticipating school shared a common set of values based on Quakerism. Adopting an exploratorymethodology,theresearchsoughttofinddatawhichwouldallowsignificantaspectsoftheschools’culture,which may affect student learning, to be examined. These factors emerged using an iterative heuristic,wheretriangulationofevidenceformedpartoftheprocessofverifyingfindings.

Findings include identification of shared values within participating schools and significant statisticalrelationships between some of these values and students’ self-reported approaches to learning. Twosourcesofqualitativedataprovidedameanstoelaboratethemeaningsoftheserelationships.

Potential impacts from this research for further investigation into school culture and its relationship tolearningwillbeoffered.

Session6:ResearchRoundtable(Room1.21)This roundtablewill focus on teachers-as-researchers as part of the Transforming Research in Educationagenda.Itwillbeofinteresttoanyoneinvolvedwithparticipatoryactionresearchorcollaborativeprojects;those working with teachers or in schools; and anyone who wishes to find out more about front-linepractitioners' views and experiences of educational research. There will also be a focus on English andMaths and on the use of arts-based methods of inquiry. There will be presentations from current andformerteacherswhoarealsoinvolvedineducationalresearch,allofwhomwillbesharingtheirownideasonthistopic.Assuch,itpromisestoofferaverystimulatingandengagingdebate.

Session7:InternationalStudentsintheUK(Room2.26)1.LivedExperiencesofAdaptingtoaUKUniversity'sPedagogicSystemJaneNebe,UniversityofBristol

Nigerian students are the largest African population of international students at both the undergraduateandpostgraduatelevelsofstudyintheUnitedKingdom(UK).Whentheymakecross-culturaltransitionsforinternationalstudy,theymayencounterpedagogicpracticesthataredifferentfromtheirpreviousacademicexperiences, especiallywhen there are pronounced dissimilarities in the social and historical contexts of


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these encounters. In a Qualitative research which adopted descriptive phenomenology, the livedexperiences of six Nigerian students studying for aMaster’s degree in a UK university indicates that thepedagogic practices they encountered in their UK University was mostly novel in terms of the teachingmethods, classroom engagement requirement, independent learning expectations and demands forcriticality in readingandwriting.Consequently, thesestudentshadtopromptlyadapt inways thatwouldenable themmaximise the learning opportunities in the new pedagogic system. However, the students’major challenge in adapting to the UK University’s system revolved around the self-regulation of theirlearning.Self-regulationencompassestheprocessesrequiredforstudentstotakepersonalresponsibilityfortheir learning. This paper highlights the different ways through which these students navigated thechallengesassociatedwithself-regulationinordertosuccessfullyadapttotheirUKUniversity’spedagogicsystem.

2.IntegratingtheTeachingofLogicandCoherencetoInternationalStudentsAbbyPingWang,UniversityofYork

International students, particularly those fromnon-Western culture backgrounds, often receive feedbackhighlighting inconsistencies, incoherence,and inappropriatedescriptive language in theirwriting fromtheBritishHigherEducation (HE)community.Althoughreasonsbehind thisarequiteclear,howto teachandinvolve students in the rectification of these issues is an arguable topic. In this study, I argue that it isnecessarytointroduceathemedcourseinparallelwithsubjectteaching,inordertogeneratethegreatestbenefitsofBritisheducationsystemforouroverseastudents.76PGChineseMandarinspeakerswererecruitedaftertheyhadjustarrivedattwoBritishuniversities.Theyweredividedintotwoequalnumberedgroupsaccordingtotheirlanguageproficiencies;oneatalowerlevel(IELTS score 3-5) and the other at a higher level (IELTS score 5-6.5). A customised 3-month teachinginterventionwasdesignedanddeliveredbasedonpilotresults,focusingontheintroductionofawareness-raisingmeasureswithregardtothedifferencesbetweencultureandrhetoricstyleandtheconstructionofcoherence. Pre-writing, post-writing and after-study interview, including c-test, Stroop effect, writingassessmenttechnologysuchasTSA(TopicalStructureAnalysis),wereusedtomeasurelearningeffectandteaching influences. Both quantitative and qualitative data have been applied. Results show thatparticipants who experienced this customised teaching process have to a large degree shown animprovementinacademicwriting,andconsequentlyhaveenhancedself-confidenceaboutencounteringtheBritishacademicworld.

This study provides education policy makers and practitioners with an alternative teaching approach. Ifintroduced into the current teaching system, itmay reciprocally benefit both international students andBritishHEcommunity.

3.EU/InternationalDoctoralStudents'PsychologicalWellbeingduringtheirCross-culturalTransitionintheUKTrangMaiTran,UniversityofBristol

The study will look at international and EU doctoral students’ cross-cultural transition, particularly theirpsychologicalwellbeing(PWB)andsocio-culturaladaptation(SCA).Utilisingmixedmethodsapproach,threemethodsofdatacollectionwillbeusedtoexploretheexperience.QuantitativedatawillbegatheredusingtheSocio-CulturalAdaptationScales(SCAS)questionnaires(Searle&Ward,1990;Ward&Kennedy,1996).TheSCASandRyff’sScaleofPsychologicalWellbeing(Ryff,1989)arethemainframeworksthatinformthestudy’s methodological and theoretical approach, providing a systematic way of defining andmeasuringPWB.Qualitativedatawillbecollectedusingsemi-structuredinterviews(designedpartlybasedonthetwoframeworks) and participants’ online journal (providing the participants with the freedom to frame and


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capture their own transition). The data will be collected longitudinally over the period of one year, andquestionnairesandinterviewswillhappenatthreedifferenttimepoints.

Analysiswillfocusonansweringtwomainresearchquestions,

1.Intermsofwellbeing,a.HowdoSCAwellbeingscoreschangesovertime?

b.Howarewellbeingscoresrelatedtotheculturalscoresovertime?

2.Intermsofthecross-culturaltransition,a.Howisthetransitionexperiencedonanindividuallevel?b.Whatkindofimpactcanthedoctoralexperiencehaveonthetransition?

The pilot of three questionnaires, two interviews, and one journal (over the period of a month) raisesconsiderationabout the languageandcontentof thequestionnaire,how the interviewshouldbe furtherdevelopedinamorecreativemanner,andhowthemulti-mediaplatformfortheonlinejournalcanbetteraccommodatetheparticipants’sharingofinformation.Furthermore,thepilotalsoallowsaclearerpictureofwhattypeofanalysiswillbeusedtobestanswerthequestions.

Session8:HigherEducationResearch(Room1.20)1.CulturalPoliticalEconomyofMercosur’sHigherEducationSectoralProjectAliandraBarlete,UniversityofBristolMydoctoralresearchintendstoinvestigateeffortsatregional integrationinhighereducationwithinLatinAmerica,andspecificallyMercosur.Themainobjectiveofthestudyistodemonstratehowthesymbolicandmaterial dynamics inhighereducationaredeveloped through the relationshipbetweenhigher educationsystemsinthecontextofconstantchangesofMercosur,aregionalorganisationinSouthAmericacreatedin1991 by Argentina, Brazil, Paraguay and Uruguay. The study proposes to examine the changing nature,circumstances,andconsequences,of regional integrationcarriedoutunder theMercosuragreements,astheyarereflectedin,andmediatedby,Mercosur.Anchoredinthetheoreticalapproachofculturalpoliticaleconomy to explore region-building, I propose the use of critical realist ontological stance to build ahistorical investigationthoughtheretroductory logicof inference.Bymeansofaqualitativecasestudyofthecontextofaregionalorganisation,Iwillemploydocumentaryanalysis,processtracingofpoliciesovertime,andempiricalinterviewstoanalysetheshiftingdynamicsofMercosurhighereducationinthreelevels:national,regionalandintra-regional.2.ServiceLearning:Challenging,andChallengedby,theAcademyEdStevens,UniversityofBath

Acrossthelatterhalfofthetwentiethcenturyandintothetwenty-first,universitiesintheUnitedKingdomhave increasingly sought interconnectionswithwider society, transcending the nexus between academicandciviccultures.

Through its integrationof community service into theacademiccurriculum, service learningprovidesonemeanstointerconnecttheacademicwiththecivicbuthowmightthepedagogybecomelegitimisedwithinresearch-intensiveuniversitiesintheUnitedKingdom?

Adoptinga sociocultural frameandwith illustrations fromanundergraduate, socialwork service learningmodule at theUniversity of Bath, the paper presents varied types of service learning before consideringrelevanthistoricalcontextthathasshapedresearch-intensiveuniversitiesandtheiracademicculture. It is


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suggested that thisacademicculture isoneof criticaldiscourse rooted ina separatenessof theacademyfromsociety.Thisisthediscoursewithwhichservicelearningmustcontendifitistobelegitimised.

The social process of legitimisation is examined with recognition that faculty have the power to conferlegitimacy on service learning, often prioritisingmodelswhere learning is emphasised at the expense ofservice.

In addition, tensions exist between academic and service learning cultures thatmightmitigate conferral.Thesetensionsinclude:adecentringoftraditionalacademicconceptionsofknowledgebyservicelearning;“boutique multiculturalism” (Fish, 1999) where academy values trump those of the community; andtensionsbetween‘hard’and‘soft’disciplineswherethelatter’sconceptionsofknowledgeanddisciplinarypracticesalignmorenaturallywithservicelearningthantheformer’s.

UsingMichael Burawoy’s (2011) four functions of a public university as a frame, the paper argues for aparticularmodelofservice learning–oneequallybothacademically rigorousanddemocraticallydriven–thatreassertsreflexiveknowledgeintheacademythroughthediscipliningofservicelearningalongsidetheadvancementofcivic(democratic)knowledge.

3.ChineseStudents’Perceptionsof,andResponsestoTeacherWrittenFeedbackintheUKHigherEducationFangfeiLi,UniversityofBathTeacher written feedback (TWF) is an interaction, between teachers and students, where linguistic,communicativeandaffectivefactorsareatplay.Studiesonteacherwrittenfeedbackhaveproducedawiderange of findings in aspects of characteristics of good feedback (Quinton and Smallbone, 2010), factorsinfluencing the quality of feedback (Gibbs and Simpson, 2004), the current situation of teacher writtenfeedback in higher education (Tsutsui, 2004) and reasons for Chinese students’ different responses tofeedback(Poverjuc,2011).Insteadofre-examiningthequalityandcharacteristicsofcurrentteacherwrittenfeedback,myresearchgoesbeyondtheseworksandprobesintohowChinesestudents,whocomefromafeedback-sparse background of China HE, dealwithwritten feedback in courses of UK higher education.Researchquestionsofthisstudyare1)whatareChineseoverseasstudents’perceptionsofteacherwrittenfeedbackincoursesoftheUKhighereducation?2)howdotheyrespondtoteacherfeedbackincoursesoftheUKHE?3)whatpossiblefactorsmightinfluencetheirresponsestofeedback?IwillconductqualitativecasestudiesofsixChinesepostgraduatestudentsinaUKuniversity.In-depthinterviews,textanalysisandstimulated recall interviews will be employed to find out Chinese participants’ perceptions of teacherwrittenfeedback,teachers’commentsondraftsoftheir’essays,participants’responsestothesecomments,rationalesforparticipants’responsestofeedback.Inthispresentationtherefore,IwilltalkabouttheearlystagesofmyPhDresearchinrelationtomyliteraturebackground,researchmethodologyandpilotstudyaswell as practical significance of my study on current feedback provision contexts in both UK and Chinahighereducation.

Session9:BytheFireplace–LifeafterthePhD:SecuringaPost-docFellowshipandRoleswithintheUniversity(Room1.21)RunbyDrsShelleyMcKeownJones,AmandaWilliamsandGeorgeLeckieFor the first time inourDoctoralResearchConference,wewould like to introduceanew format for twosessionsthatwecall:BytheFireplace.Theaimofthisformatistoprovideaninformalsettingfordoctoral


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students toask frankquestions, ina safe,non-judgmentalenvironment. In this first session, someofourlecturerswillbethinkingbacktotheendoftheirPhDandsharingtheirpersonalexperienceswithyou.

• Whatadvicetheywouldgivetheiroldselves?• Whatresourceswouldtheyhavewishedtheyhadknownabout?• Whatweresomeofthefactorsthathelpedthemintheirdecisionmakingprocess?• Whenandhowtostarttheprocess?• Whatwerethepositivesandnegativesoftheircurrentposition?• Andanythingelsethattheydeemimportant.

YouwillhavetheopportunitytoengageinconversationwiththemandfindoutanythingyouwishtoknowaboutlifeafterthePhD.

PosterSession11. OnlineExploratoryTalkforWritingAireenAinaBahari,UniversityofExeter

InMalaysianCertificateofEducation(MCE),equivalenttoGCEO-Level,secondaryschoolstudents’Englishlanguage ability ismostly determined by their writing skill.My assumption is, in order towrite a betterargumentative essay writing, students must practice doing argumentative discussion with other friendsbeforetheywritetheirownpieceofwriting.Myoverarchingaimistohelpthemto improvetheirwritingskill.Iwantedtoexplorestudent-ledonlinediscussionusingmobileassistedlanguagelearning(MALL)andinvestigate its impact on individual written argument in order to design an online intervention rich indiscussion that would help future ESL students write better essays. In the context studied, classroomactivities were exclusively teacher-led where student-led group discussion is sporadic. Hence, onlineThinkingTogetherappearsmoreappropriateinthiscontextinordertoteach

Exploratory talk techniques.Thisstudywillbeconductedbasedontheprincipleofdesign-basedresearch(DBR)infourmainphasesinvolving15ESLstudents.Inthefirstphase,students’essaywillbeanalysedfortheirgradeandqualityofargumentation.Onlineinterviewwillbeconductedtoinvestigatethedifficultiestheyhadwhenproducing theessay.Theonline interventionwillbeexecuted in the secondphasewherestudentswill beexposed toonlineThinkingTogether approachusing theirmobilephones. Thequalityoftheir essaywill be analysed in thepost-intervention (third stage) to find any improvement as the impactfrom the intervention. Another online interviewwill be conducted to examine their perspectives on theimpact of the interventionon theirwriting. This study alsowill have larger implicationsonhowThinkingTogetherapproachisattainableinthescopeofmobileassistedlanguagelearning(MALL)andsubsequentlyimproveESLstudents’argumentativeessay.

2. Koreanstudents'knowledgecreationthroughdigitaltechnologiesanddigitalmediaEunjooKim,UniversityofBristolThisresearchstudyaimstoinvestigatehowSouthKoreanmiddleschoolstudentsandateacherengageinaknowledge-creationoriented,classroom-basedactivityinthecontextofcollaborativelearningusingdigitaltechnologiesanddigitalmedia inandoutof school.Thisactivity involvescollaborativelyproducinga ten-minutedigitalmediaproductintheformofavideoclip.Thisstudytakesadesign-basedresearchapproachandaqualitativecasestudyapproach.Basedonthreeiterativecyclesofdesign-basedresearch,thisstudywill implement a series of interventions in order to analyse a knowledge-creation related activity in


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classroom.Thirty-fiveKoreanmiddle school students and their teacherwill participate in the knowledge-creationactivityintheFreeSemesterSystemclass.3. OlderadultsandtheuseofdigitaltechnologiesineverydaypracticePei-WenChu,UniversityofBristolThisstudyislocatedinTaiwananditparticularlyfocusesonolderpeopleinretirementamongeverydaylifecontext.TaiwanisoneofcountriesinEastAsiaclassifiedasanageingsocietybyUnitedNationtowardsitssignificantlyincreasingageingpopulation.Whileitistruethatageingsocietiesareaglobalissue,Taiwanisasmallislandthatcoversalandareaofonly36,000km2withapopulationof23million;thus,evenaminorchangewillhavedramaticeffecton itsdemographicalstructure.Therefore, thesignificant increase in theageingpopulationimpliesaneedtoconsiderthelearningprerequisitesofolderpeopleinTaiwantowardsthedevelopmentofdigitaldevicesandthe internet indigitalage.Thisstudyexploredandchallengedtheassumptions that older people are vulnerable group in terms of using digital technologies. A qualitativeresearch design is employed to collect data from 14 retired older adults through methods of time-usediaries, semi-structured interview and home-visiting observation. Socio-cultural perspectives is taken toexplorethenatureofhumanlearninginadynamiccontext,focusingonexaminetherelationshipbetweenindividualsandsocialworld.Thefindingsshowthatageingisassocialconstructionwhichshapedbymanyaspects. Older adults’ use of modern technologies in every practice was affected by social and culturalaspectswhichreflectonthewayhowdigitaltechnologiesmediatesocialinteractionandintergenerationalrelationship in retirement. Furthermore, the relationship between digital inclusion and social exclusion,social isolation and older adults’ perception of independence can be interpreted differently according toculturaldifferenceinAsiansociety.4. Teacher’sperceptionsofteachingthinkingskillsinthelensofComputationalthinking

frameworkSamyahAbdullahAlshehri,UniversityofSouthampton

Ever since formal education began, educators have been motivated to teach thinking, aspiring to offerlearnersaprogram focusednotonlyon the transferenceof current knowledge,butwhichalsoequippedthemwiththedispositionsandskillsthattheywouldrequiretofacenovelchallengesinthefuture.

Thisstudyaimstoexploreandevaluateprimaryschoolteachers’perceptionsofteachingthinkingskills.Thefoundationfortheresearchdesignisbasedonapragmaticworldviewandusesstructuredmixedmethodsto explore teachers’ perceptions about their practices of teaching thinking in primary classrooms, and toexamine their practice. Convenience sampling is used in this research. The sample will consist ofapproximately 30 Key stage 1 and 2 teachers representing UK primary schools. The teachers will bevolunteers. An information sheet for the interviews and focus group will be given to them before theirparticipation.Headteacherswillreceiveaninformationsheetoutliningtheethicalandpracticalimplicationsoftheirteachersparticipatinginthestudy.

Eventually, thedatawill beanalysed through the lensofa computational thinking framework.This studymeetstheneedforacademicreflectionofthisframework.Thiswillenabletheframeworktobeassessedforitssuitabilityasatool forteacherstoevaluatetheirownpractices inteachingthinkingskills.Additionally,the existingmodel can be refined in accordancewith the findings from the study. Directions for furtherresearch will be discussed, focusing on teachers’ practice evolution, thinking-based learning frameworksandteachingvaluecriteriausingacomputationalthinkingmodel.


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PosterSession21. HowCanWeContributetoImprovingBasicMathematicsEducationinSt.Lucia?

TakuyaNumajiri,UniversityofEdinburghAlthough measuring quality of education is difficult, a number of research on assessing the quality ofprimary education utilise the results of academic achievement. The reason is straightforward: acquiringbasicskills,especiallyintheareasofliteracyandnumeracy,underpinssuccessfullearning.Manycountries,therefore,administereitheranexaminationorastandardisedassessmentduringtheprimaryschoolyearsto identifyandensurethequalityofbasiceducation.Ontheotherhand,growingevidence indicates thatmany developing countries including St. Lucia need to improve the quality of education and students’achievement, especially inmathematics. The results fromnational examinations in St. Lucia suggest thatmanystudentsandeventeachershadnotmasteredthebasicskillsinearlymathematicswhichtheyshouldhave.Nevertheless,thereislittleinformationavailableonfactorsaffectingstudents’academicperformanceinmathematics in the country due to insufficient operating budgets and an inadequate number of staffmembers.Moreresearchis,thus,neededtoextendourunderstandingofwhyandhowtoimprovethelowachievement ofmathematics, since quality of education is a far difficult concept to define. The currentstudyaimsnotonly to identify factorsassociatedwith lowmathematicsachievementofstudents inbasicschools,butalsotocontributeadeeperunderstandingofthedevelopmentofaconceptualframeworkforunderstandingqualityofeducationinSt.Lucia.Basedonpreviousresearchandthecountry’scontext,thecurrent study selects five kinds of factors that have been considered as key elements for mathematicseducation inSt.Lucia: learningandteachingdimension,enabling inputsdimension, learnercharacteristicsdimension,contextualdimensionandoutcomesdimension.Thefindingsofthisstudycouldbepotentiallyuseful for designing more effective programmes and policies to improve the quality of mathematicseducationinthecountry.

2. TheUseofCreativeDramaforTeachingThinkingSkillstoChildrenwithModerateLearningDifficulties(MLD)ArwaMesferAlharthi,UniversityofExeter

The literature shows thepowerof thinking skills. Theaimbehind thisproposal is toexplore the valueof‘creativedrama’asamethodinenhancingthethinkingskillsofchildrenwithmoderatelearningdifficulties(MLD) in Saudi Arabia. Additionally, this proposal aims to understand the impact of drama on teachingthinking skills among children withMLD. The goal is to propose a clear overview of the creative dramaapproachasacreativepedagogyforfostringthinkingskillstochildrenwithMLDatprimaryinclusiveschoollevel.DesignBasedResearch (DBR) researchwillbeemployedas the researchmethodology in this study.This DBR project will be conducted during the 2017-2018 academic year in two different schoolsconsecutively.Theinitialdesignincludesthreecycles;thedurationofeachcyclewillbeoneweek,withonecreativedramasessionapiece.Theparticipants inthisprojectwillbethespecialeducationteacherasco-researcher,andthechildrenwithMLD.Datacollectionmethodswillincludeobservationasamainsourceofdata; it will also include pre- and post-test, meetings and focus groups. All data will be analysed bothquantitativelyandqualitativelyinordertoanswertheresearchquestionandachievethisproposal’saim.

3. ImplementingaMulticulturalCurriculuminthePrimarySchoolClassroom:ANarrative

InquiryMaryPhipps,UniversityofBristol

The aim of this study is to carry out qualitative research to identify how teaching and learning aMulticultural Curriculum in a classroom can be enhanced through the use of personal artefacts and the


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narrative stories that are told. I will explore the impact it has on teachers, pupils, parents and ways todeveloppractice. It also aims toexamine theextent towhichTeacher Education Institutions and schoolsprepare teachers to implementaMulticulturalCurriculum.The importanceof this research is tohaveanimpact on policy and practice in schools and Teacher Education Institutions. Importantly, for QualifiedTeacherStatus(QTS)tobeachieved,thoseintendingtoteacharerequiredtomaintainhighexpectationsofallpupils, ‘raise theireducationalachievement,challengestereotypicalviewsandencourage theeffectiveteachingandlearningofpupilsfromallethnic,social,cultural,linguisticandreligiousbackgrounds.’(Mayloretal.2006:p39)

4. Howcanreflectiveandcollaborativestrategiesimprovetheimpactandprocessofyourresearch?MiguelAngelCernaCaceres,UniversityofBristol

ThispresentationdescribesthechallengesagroupofelevenChileanteachersfromdifferentschoolrealitiesfaced in an on-line action research professional development project, and how these challenges collatedintopossibilitiesthroughreflectiveandcollaborativestrategiesintheresearch.Thisresearchpromotedthateleventeachersfromdifferentschoolssupportedeachotherwhenfacingproblemsanddailypracticesinafour-month on-line action research project. This project involved both face-to-face and an on-linecomponents. The Online component integrated the support of Wikis, emails and on-line conversations.However, during the implementation, several challenges emerged, such as lack of participation andcommitment towards the study, lackof technical skills or resources and schools strikes,whichgeneratedbarriersfortheprofessionaldevelopmentofteachers.Myresearcherreflexivitywascriticaltounderstandthesechallengesandshapethemintopossibilitiesthroughasetofstrategiesthatmaximizedthereflectiveprocessoftheparticipantsandinspirethemtocollaborate.Thesestrategiesweretwofold;theyinvolvedacritical evaluation of the action research stages by following (a) Gibb’s reflective cycle (1988) and (b)Brydon-Miller’setal.(2010)structuredethicalreflectiontoidentifyproblematicareas,potentiatestrengthsand inspire participation, respect and commitment. These two approaches promoted practical strategiesleading to collaborative and reflective behaviours in the participants which shared educationalmaterial,helpedeachothertounderstandeducationalconcepts,wroteacademiccontributionsinschoolmagazines,discussed educational policies, etc. The support provided by these teachers put in the spotlight therelationship researcher-participants and participants-participants to trigger motivation, engagement andcommitments inaction researchprojects.Practicalexamplesonhowthese frameworkswereappliedandtheimplicationfortheparticipantsareincludedinthispresentation.


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Day2–WednesdayJune1st2016

Session10:NeuroscienceandEducation(Room1.20)1.LatinAmericanTeachers'PerceptionofBrainFunctionAdrianaSoniGarcia,UniversityofBristolExploringhowneurosciencecaninformeducationisaworldwideinterest.ThisprojectisbasedintheLatinAmerican(L.A.)educationalcontextand itaimstoprovideabasisforfutureattemptsto improvetheL.A.teachers’criticalunderstandingoftheroleofneuroscienceintheirpractice.ItexploresfourcontextualissuesthatcouldbemeaningfulinunderstandingL.A.teachers’ideasaboutmind,brain and neuroeducational research: the great diversity of educational contexts; the large presence ofpovertyintheregion;theL.A.mediaandtheL.A.teachers’religiosity.Amixed-methodsdesignwasusedtoemphasizedialoguebyinterviewing19teachersandadministeringanonlinequestionnaireto314teachersfromL.A.countries.Thiswaspossiblebydevelopinganetworkandthedesignof‘neuroedlatino.com’aspacemeanttostayintouchwithparticipants.Popular themes were that emotions play an important role in brain functioning and learning and thatdopamine can be activated by being in a pleasant environment or brain gym. In a region where somecountrieshavemorethan50%oftheirpopulationlivinginpoverty,24.2%oftheteachers(and12.4%whodid not know) disagreed that poverty can impact the brain. That ‘learning styles make learning easier’remainsoneofthemostpopularneuromythsinLAandothernations.LAteachers’interestinneurosciencewaspositivelycorrelatedwithbothneuroscienceliteracyandneuromythscoressuggestingthattheyobtaininformationfromvalidandunscientificsources.ResultshighlighttheneedtopromoteLAteachers’criticalapproachtoneuroscienceresearchthroughdialoguetobetterunderstandhowcontextcan informfutureneuroeducational questions. In the interest of disseminating these results, findings will be translated toSpanishandpublishedon‘neuroedlatino.com’.2.‘Bridge’theGap:ChallengesinResearchinNeuroscienceandEducationCarolinaGordillo,UniversityofBristolResearch in neuroscience and education seems alluring for most educational professionals. However,neuroscience cannot be directly applied to educational practice. Instead, bridging studies that exploreneuroscientificfindingswithapotentialforeducationarerequired.

Anexploratorystudyontheinfluenceofactiononlearningthroughvideogamesisreported.Thelearningofmathematicalfactsinyoungadults(N=32)wasintendedviatwoversionsofacomputer-basedvideo,whichdifferedonly inadded featureofaction tooneof them.Response timeandaccuracyweremeasured forlearningcomparison.

Thehypothesisthataddingacue-directedactioncouldimprovelearningbypre-andpost-testdifferenceinresponsetimeandaccuracycouldnotbestatisticallydemonstrated.However,thesemeasuresduringgameplayingshowedeffectsrelatedtotheinclusionoftheactionfeaturetogetherwithself-reportedperceptionoflearning,engagementandenjoyment.

The concept of action in learning has been demonstrated in this experimental study but needs to beexplored now in a more naturalistic environment – such as a classroom – before becoming a teachingapproach based in neuroscience. Thus, a bridging study follows as a natural step in this sequence.Challengestothistypeofresearcharediscussedandareasofspecialattentionaresuggested.


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Session11:MulticulturalEducation(Room2.26)1.SouthKoreanStudents'NationalIdentityandPerceptionstowardsMigrantsanditsImplicationsonKoreanMulticulturalEducationYurimKim,UniversityofBristolSouthKoreannational identity basedon its ethnic homogeneity is considered as oneofmain barriers ofmulticultural education in Korea. Korea which used to be the most frequently cited example of beinghistorically amono-nationality is rapidly becoming amulticultural societywith recent economicmigrantsand marriage immigrant women from other Asian developing countries. As Korean students' negativeperceptions and discriminatory behaviour towards migrants stand out, Korean government and schoolsintroducevariousinternationalunderstandingprogrammesinschools.However,thisstudyraisesaquestionof the effectiveness of the existing multicultural educational programmes which theoretically assumeKoreanethnic-basednationalidentitytobeamainreason.ByinterviewingandobservingKoreanstudentsin theninthgrade, it reveals thatyoungstudents’national identityandnationhoodaremoreaffectedbydevelopmentalinstrumentalityofmigrantsratherthanKoreanethnicity.Theparticipantsarerecruitedfromtwocasestudyschoolsinthemostmulticulturalcity,AnsaninKoreaandtheinterviewdataarethematicallyanalysedwithNVivo,aqualitativedataanalysiscomputersoftware,includingotherdata:fieldnotes,schooldocuments and curriculum. The result turns out that students welcome multiculturalism as ‘a means,indicator and object of development’ and accept institutionalised ‘hierarchical nationhood’ such as visacategories,whichmakesstudentsthinkevenmigrantsofthesameancestryassecondclassresidents(Kim,2015; Seol& Skrentny, 2009). Therefore, Koreanmulticultural education is required to takemore criticalapproachwhichemphasizespowerrelationsand institutionaltransformationandencouragescivictypeofnationalidentity(Heath&Tilley,2005).2.CulturalIssuesinHigherEducation:LessonstoLearnfromResearchingOmaniUndergraduateStudents’CulturalUniversalitiesandPeculiaritiesJamilaAlSiyabi,UniversityofExeterThepapersessionisbasedonacasestudythatlookedintostudents’practicesandperceptionsfromtheirteachers’ point of views in the field of higher education in Oman. The study is based on classroomobservational data, and self-reported data and anecdotes of various expatriate instructors coming fromdifferentculturalbackgroundsworking inSultanQaboosUniversity inOman.Thestudy investigatessomeconceptsintheareaofcultureandinterculturalcommunicationthatteachersinhighereducationdealwithonadailybasis.Mypapersessionwillbrieflytouchonrelevantissueslikeculturalawareness,universalityversuspeculiarityandtheculturalsettingofexpatriateteachersworkinginhighereducationinOman.Theconceptsthatthesessionwillspecificallyexplorearerelatedtostudents’assertiveness,greetingeachotherand/or the teacher, perception of time, oral traditions and face saving strategies. Teachers received anopen-endedquestionnairethatrequiredthemtoreflectontheirclassroomexperiencesinOmaniuniversityby sharing their observations, anecdotes and/or opinions related to these cultural issues which thequestionnaire asked them about (i.e. students’ assertiveness, greeting each other and/or the teacher,perceptionoftime,oraltraditionsandfacesavingstrategies).Thedatashowinterestingandvalidculturaldimensions about Omani students in higher education who may differ from or resemble students fromother cultures in theworld.The sessionaims toprovide informativeand reliable insightson someof theprominent features about students’ cultural universalities and peculiarities. Exploring these culturalconceptscanhelpimproveteachers’teachingandlearningpracticesthroughappreciatingstudents’relatedcultural aspects. It can also help better understand students’ attitudes, practices and expectations andstudent-teacher relations. Appreciating such cultural dimensions canmake a difference in how teachersperceiveteachingandlearninginanycultureand/orcontextinthefieldofhighereducation.


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Session12:InnovativeTeaching:PushingtheBoundaries(Room1.21)1.TheELFMethod:howtheELTclassroomcanimitatethereal-worldELFcontextJamesSumner,UniversityofBristol

That English is being used as a lingua franca among non-native speakers in real-world contexts is welldocumented. However, another valid area of study is the use of ELF within a classroom context. Thispresentationwilloutlineanotherpossibleteachingmethod,theELFMethod,tobeusedinELTclassroomswhere theprincipalpedagogic aim is toprepare learners for international communication inEnglishwithother non-native speakers.Modelled closely on Task-Based Learning, the ELFMethodwill be structuredaroundtheperformanceofacommunicativetask,onewhichdirectlymirrorsthoseusedinrealELFcontexts.In contrast to existing communicative teaching methods, however, it is proposed that the teaching oflinguistic items in the ELF Method be ignored. Rather, learners will be encouraged to make use of anylinguisticresourcestheyhaveattheirdisposalastheyinteracttocompletethetask.Emphasiswillalsobeplacedonthelearners’useofpragmaticstrategiestofacilitatetheircommunication.Inordertoplacethisconceptmorefirmlywithinapedagogiccontext, thispresentationwillalsodiscussthefindingsofastudyexaminingthepragmaticfeaturesof languagespokenbytwogroupsofhigh-levelEFLlearnersperforminganELF-type taskasper thismethod.Possible implications for teachersand learnerswithin theclassroomwillbediscussed.

2.ExploringMathematicsExamplesfromaTeacherandStudentPerspectivePaolaRamirez,UniversityofBristolThe use of examples is “fundamental to explanations and mathematical discourse” (Leinhart, 2001).Examplesarealsopartofthecognitionofbothstudentsandtheirteachers,astheproductionofexamplesisanactoflearning(Watson&Mason,2002,p.247).

Therefore,presentinganexample isnotonly tobringoneof them, it isalsoaskingatyourselfwhen is itappropriatetouseanexample,itsobjectiveandtherelationtomathematics.

Thepurposeofthisstudyistoexploreteachers’andstudents’perspectivesregardingtheuseofexamplesinthecontextofmathematicslessons.Thiswillbedonebytakingintoaccountthesignificanceofexamplesasdeterminedbystudentsandteachers.Followingthecompletionofthestudy’sobservationsandinterviews,somenewperspectives regardingexampleswerediscovered. Theseperspectiveswere real-lifeexamples,examplesasadvice,metaphorasexamplesandtheimportanceofdistinguishingbetweeneasyanddifficultexamples.

Withthenewperspectivesexplored inthispaper, Ihopetocontributetotheunderstandingofhowbothteachersandstudentsperceiveandworkwithmathematicsexamples.

Session13:ComparativeEducation(Room2.26)1.DebtandDesireafterGraduationJohnLoewenthal,OxfordBrookesUniversityThisresearchisdesignedtoexploretheexperiencesofrecentuniversitygraduatesinLondonandNewYorkCity. The project is informed by public and policy debate surrounding: graduate employment prospects(Allen,2015);thenatureofstudentdebt(Flannery,2015);theincreasingcostofurbanlivingandprolongeddependenceonparentalsupport(Chalabi,2014);andtheescalatingnormalityofaspiringtopost-graduateeducation, despite its increasing cost (Collinge, 2010). London andNewYork City havebeen selected for


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their similarity, as ethnically and economically diverse “dreamscapes” that symbolize aspiration andopportunity, cheek-by-jowl with severe inequality. Accordingly, it is important to address the range ofcultural and financial backgrounds of university graduates and to appreciate how their differing socialcontexts,relationshipswiththecity,andexperiencesofhighereducation,maytranslatedifferentiallyintoaspectrumof future prospects. This conference provides an opportunity to test and develop the researchthemes, prior to empirical ethnographic research in each of the cities. Coming from an anthropologicalperspective,thiswillfocusontheculturalchangesinyoungpeople’slivesfollowingtheirgraduation,andontheaffectivedimensionsofimaginingandengineeringone’s“lifecourse”.Thisperiodhasbeenshowntobeoneofexistentialdilemma,inwhichgraduatesnegotiatemultipleexpectations,responsibilities,dreamsanduncertainties(Bregnbaek,2016).Thecontemporarysocietalroleofhighereducationwillthereforebecalledintoquestion,intermsofhowgraduatesreflectontheiruniversityandpost-universityexperiences.Thetalkwill explore how one can best articulate the multiple possible and preferable pathways of universitygraduates,astheyassessthe implicationsoftheirdegree, includingdebts incurred,upontheir immediateand imagined futures. It is hoped that discussion of the research themesmay help to clarify the kind of“tone”totakeanddirecthowthefindingsmaybe“applied”.2.Teachers’andStudents’AttitudesTowardDisruptiveBehaviourandDisciplinaryStyles:AComparativeAnalysisofEnglandandNigeriaOchehoThankGodUgbede,LancasterUniversityTheissueofdisruptivebehaviourinschoolshasbecomeamajorstressandconcerntoteachers.However,inordertominimizethesebehaviours,teachersareutilizingvariousdisciplinarystyles.Theaimofthisstudywastoexaminestudents’andteachers’attitudestowarddisruptivebehaviouranddisciplinarystylesandtocomparetheviewsof theparticipants fromNigeriaandEngland.285studentsand41teachers fromhighschoolcompletedthedisruptivebehaviouranddisciplinarystylesquestionnaireswhichcontainbehavioursand interventionmethods commonly reported inhigh schools. Thesequestionnairesmeasure individual’sattitudestowardbehaviourproblemsandthestrategiesusedtoregulatesuchbehaviour.Theresultsdepictthatthereisarelationshipbetweendisruptivebehaviouranddisciplinarystyles.Significantdifferencewasfound among nationality, gender, student and teacher attitudes toward disruptive behaviour anddisciplinary styles.Nationality also significantly predicteddisruptivebehaviour,while aggressive style andrelationshipbasedstyleofdisciplinepredictedjuveniledelinquencyandschoolmisconductrespectively.Inconclusion, the styleofdisciplineadopted in school is associatedwith students’ judgementofbehaviour.The implications of the findings to disciplinary styles thatmay bemost effective at regulating disruptivebehaviourarediscussed.

Session14:ChangingPerspectives(Room:1.21)1.AHolisticAcademicModelforProfessionalDevelopmenttowardsLecturersattheTechnologicalUniversityofSanJuandelRioMyrnaEscalonaSibaja,UniversityofBristol

Currently, thereare105TechnologicalUniversities inMexico.Since these institutionswereestablished in1998,theyhavebecomeanimportantoptiontostudyatUniversityTechnicianLevel(TSU)becausetheyareaffordableandprovidehighereducationintwoyears.

In 2014, these universities enrolled 159,703 students, i-e. 4.54% of the national student population inMexico. Technological Universities have become popular because they offer careers related tomanufacturing,pharmaceutical, commerce,andconstructionamongstother topics. These institutionsarealsowellknownbecausetheyrecruitandselectlecturersdirectlyfromindustry,afactthatassuresstudents


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thatprofessionallectureswithexperienceintheareaoftheirstudieswillbeteachingthem.However,thisisalsoaweaknessbecause there isnotanestablishedprocess forhiring theseprofessionals from industry,whohavelittleornoteachingexperience.

Based on a case study inMexico, this research is looking in depth at the professional development, andneedsofacademicstaffatTheTechnologicalUniversityofSanJuandelRio(UTSJR).Opinions,expectationsand attitudes from Mexican lecturers working at the UTSJR will be gathered by conducting surveys.Investigation,identificationandassessmentofnational(Mexican)andglobalmodelsimplementedinhighereducationalsystemsareprovidingnewperspectivesofprofessionaldevelopment.ThemainaimofthiscasestudyistodevelopaholisticacademicmodeltobeappliedinaMexicancontext,specificallyattheUTSJ

2.Journeysfrom“theWorstSchoolinBritain”toUniversity:AFightfortheOppressedPastDeniseRogers,UniversityofBristolBlakelaw Comprehensive School, which closed in 2002, was situated in one of the most deprivedneighbourhoods inNewcastleuponTyne.During the1990sBlakelawcaught theattentionof thenationalmedia,oneof18schools‘namedandshamed’bytheLabourGovernmentastheworstinBritain.Theschoolandtheareainwhichitwaslocatedanddrewitspupilsembodiedthesocio-economicindicatorsassociatedwithpredictedlowacademicperformanceandparticipation(e.g.Chowdryetal.2010).

My study asks how this defunct, apparently failed schoolmight be understood to have impacted on theeducational journeys of a group of former pupils who ended up going to university ‘against the odds’. Iconsiderhowrecollectionsandartefactssharedbyformerpupils,familymembersandteacherscomplicateand challenge versions of bad school, troubled pupils, disengaged families and poor teachers capturedwithinpublicallyavailablearchives.

Myprojectispositionedwithinapoststructuralisttheoreticalframeworkthatembracesthenon-linearandthe fragmented.Mymainmethodological driver is ‘thinkingwith theory’ (Jackson&Mazzei 2012)whichinvolvestheviewingofdatathroughmultipletheoreticallensestoshowhowknowledgecanbe‘openedupandproliferatedratherthanforeclosedandsimplified’(ibid,p.vii).

Whatkindoftransformationalambitionmakessensewithinapoststructurallypositionedresearchprojectlikemine?Iexplorethisquestionby'pluggingin'aselectionofmydatatoanumberofconcepts,includingWalterBenjamin’snotionofafightfortheoppressedpast,toproducesometransformationalaccountsofschool,selvesandneighbourhood.

Session15:Workshop–WritingtoPublish(Room1.20)RunbyProfessorJustinDillon

Writingispartandparcelofyourdoctoraljourney,andwiththatcomestheneedtopromoteyourresearchto your peers through the ever-growing body of academic literature. In this workshop, Professor JustinDillonwillofferhisextensiveknowledgeandexperienceoftailoringyourwrittenworksothatitcanappealtoyourtargetaudience,guidingyouthroughthestepsofplanning,compositionandsubmission.Bytheendofthesession,wehopethatyounotonlyfeelreadytostartwritingyourownpapersbutalsolookforwardtodoingsowithbothconfidenceandenthusiasm.


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Session16:TeacherDevelopment(Room2.26)1.ProfessionalLearningCommunitiesinChileanSchools:LocalrealitiesofTeachers’Collaboration.DanielaFigueroaMoya,UCLInstituteofEducationAs part of the trending topics for school improvement and capacity building, the idea of ‘ProfessionalLearning Communities’ (PLCs) refers to supportive groupswhich interrogate, investigate and learn abouttheir practice and development from a critical perspective, focusing on improving students’ learning.ConsideringthevaluethatPLCsgivetolocalschoolagentsintheirprocessesofchange,it isclearthatthesensethataPLCcanacquireinpracticedependstoalargeextentonthecontextinwhichitisdeveloped.Indeed,fromtheperspectiveoftheirmeaningsPLCshavetwodifferentpotentials:Ontheonehand,theycan be used to reproducing current patterns of top-down policies. But on the contrary, and when localagents are aware of the importance of everyone in the community, PLCs can promote reflection totransform school communities. Currently in Chile, some PLC projects are being implemented, but theyfundamentallyrespondtotop-downinitiativescomingfromexternalrealitiestotheChileanone.Hence,itischallenging to thinkof effective strategies for standingup the intrinsic bottomup senseofChileanPLCs,which raises theneed formore contextualizedapproaches. Fromaqualitativeperspective, andusing theresultsfromapilotstudyaboutTeachersCollaborationandPLCs’implementationinChile,thispresentationwillfocusontheanalysisofthebestwaystoapproachschoolsdevelopingPLCsprogrammes.Theaimistocreateworthydatacollection techniques that recognize theparticularitiesof theChileancontextand thecontributionsthatlocalagentscanofferfromtheirownwaysofbeingaPLCandcollaboratewitheachother.Therefore,thisworkwillcontributetothegrowingofthisresearchtopicinChileinamoresignificantwayforourlocalrealities.

2.InvestigatingEarlyCareerScienceTeachers’ExperienceofSubjectKnowledgeDevelopmentJonJames,UniversityofBristolPedagogical content knowledge (PCK) is deemed to be of particular importance for effective teaching ofscienceinschools.HencedevelopingPCKisakeyfocusofpre-serviceteachereducationcoursesanditistheobject of substantial research by the science education community. However the PCK construct rarelyappearsinguidancedocumentsforin-servicescienceteachers.ThisisinpartbecausePCKresearchtendstofocusontheestablishmentofastable,teacherknowledgestructure,withoutregardforthecomplexitiesoftheclassroomcontext.Littleresearchhasexaminedhowscienceteachersworkwithsubjectmatterintheclassroomorcharteredthecomplexevolutionof“knowledgeforscienceteaching”.

The project is seeking to represent early-career science teachers’ experience in relation to subjectknowledge and its enactment in the classroom, and shed light on the complexities of its longitudinaldevelopment.Giventheneedfordirectengagementwithexperience,andtheemphasisoninterpretation,the research adopts a phenomenological approach and positions itself within a situated cognitionframework.

This paper describes the challenges of getting close to individual teachers’ experiences and exploringknowledge application in the complex environment of the classroom. Stimulated recall interviewing hasbeenemployedtoprobeperceptionofactivitywithinthepracticecontext;sciencelessonshavebeenfilmedand the recordings used with teachers in follow-up interviews. Transcripts have then been subject tointerpretivephenomenologicalanalysistohelprepresentthedynamicnatureofknowledgedevelopment.Aparticular focusof theprojecthasbeenon teachers’ responses tostudents’ conceptualquestions,as thisrequires contingent enactmentof teachers’ subject knowledge, and this paperpresents several vignettes


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from the classroom. Early findings indicate the importance of teachers making connections betweenstudents’ critical questions and previous experiences or educational theory, highlighting the role ofexperiencedcolleaguesinhelpingteacherstoreasonabouttheirenactmentofsubjectknowledge.

Session17:CreativityinEducation(Room1.20)1.ExploringthePlaceofPoetryinEducationSergioAndresAnwandterAguero,UniversityofBristolPoetryisoneoftheoldestschoolsubjectsintheWesternworld,butalsooneofthemostproblematic,withalonghistoryofbeingatoddswiththearrangementsofformaleducation.Thismismatchseemstobemoreevidenttoday,inaneducationalsystemincreasinglybentonassessmentthroughstandardizedtests(poetrybeing conventionally difficult to evaluate), but there are other long-standing problems (from inadequateteachingmethodstothestudents’legendaryresistancetowardsit)thataffectthepositionpoetryholdsinschoolstoday.Despitethesedifficulties,andwhethermarginalizedasaninessentialactivityoroutofreachonthepedestalofhighculture,poetryisalwaysstillthere.

ThisresearchisanarrativeinquiryintotheplaceofpoetryinChileaneducation.Whileitconsidersmyownexperienceasanauthorofpoetrybooks,itisbasedmainlyongroupinterviewswithteachersandstudents,apart from class observations, in three different schools (two Secondary and one Primary). This iscomplementedwith theviewsofEducationalofficers fromtheMinistryofEducation.Though this study'sresults are not meant to be generalized, it attempts to offer an insight about the perceived value andprospectsofpoetryintheseinstitutions,andhowtheyreflectviewsheldbysocietyatlarge.Startingfromthisinsight,Iproposeadifferentapproachtopoeticeducation.

2.EngagingChildreninResearchby‘GrowingaWhale’intheirSchoolPlayingFieldCarolineHickman,UniversityofBath

Thispaperwill present the researchprocessand findings froman innovative researchprojectengagingamixed age group of primary school children (aged 6-10) in a research project, culminating in thempresentingtheirresearchfindingstostaffandstudentsattheUniversityofBath.

Inspired by her line drawings of life-sized whales on a Cornish beach we worked with the artist SoniaShomalzadehtoexplorechildren’srelationshipswithnature.Usingdrawingandstorytelling,threeresearchworkshopswereconductedwithchildrenatColerneCEPrimarySchool inWiltshire.AspartoftheprojectwiththechildrenwecreatedalifesizedHumpbackwhalecalfontheschoolplayingfieldplantedwith2,500crocusbulbsthatisfloweringnow;creatingalivingsculpturethroughwhichwecouldexplorestorieswiththechildrenaboutwhalesandclimatechange.

Wewerealsointerestedinexploringcontradictoryviewsaboutchildren’srelationshipswithnaturethroughthis research; the Oxford Junior Dictionary recently tried to remove entries relating to nature such asbluebell, dandelion and wren saying these were no longer relevant to modern children, whilst a 2011UNICEF report that asked children what they needed to be happy reported that they wanted to ‘beoutdoors’ and play in nature. The school were interested in exploring their children’s attitudes to thenaturalworld as thiswas something they promoted and encouragedwithwild areas and gardens in theschoolgrounds.

FollowingtheresearchworkshopsconductedattheirschoolthechildrenwereinvitedtotheUniversityofBathtomeetwith1styearundergraduatestudentstotakepartinfocusgroupsabouttheirexperienceof


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theresearchandpresenttheirresearchfindingstostaffandstudents.TheaimwastoengagethechildrenwiththeresearchprocessandalsotoinspirethemtoaspiretoattendUniversity.

Session18:BytheFireplace–GettingtheMostoutofyourSupervision(Room:1.21)Runby:DrJoRoseandProfessorRosSutherland

InthesecondofourBytheFireplacesessions,twoseasonedsupervisorswithdifferentstyleswillanswersyourquestions abouthow to invest in thismost importantof relationshipsduring yourPhD. Thereare agreatnumberoffactorsthataffectsuccessinyourPhD,butperhapsthemostinfluentialfactorishavingapositive relationshipwith your supervisor. So, to find outmore, feel free to come along and join in thediscussion.


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ConferenceProgrammeDay1–31stMay

Time 8:30–9:00

RegistrationGroundFloorFoyer

9:00–9:15

WelcomeAddressTransformingResearchinEducation

ProfessorJustinDillon,HeadofGraduateSchoolofEducationHelenWodehouseLectureTheatre

9:15–10:15

KeynoteAddressRaisingYourProfileasaResearcherDr.PeterEtchells,BathSpaUniversity

Chair:PoonehRoneyHelenWodehouseLectureTheatre

10:15–10:30

MorningteaandcoffeebreakRoom4.10

10:30–12:00

Session1EducationalSystems

Room2.26Chair:ZibahNwako

Session2ESOLResearch

Room1.21Chair:JamesSumner

Session3ChallengesinResearch

MethodsRoom1.20Chair:AliandraBarlete

1.SchoolProcessesinRuralMexico:CONAFERosaMariaCruzAvendano,UniversityofSouthampton

1.CurriculumPrescriptionandTeacherIdentityFawziyaHamdanAlZadjali,LeedsBeckettUniversity

1.GettingLostalongtheWay?SomeChallengesandEmergingSolutionsintheHolisticAnalysisofQualitativeData.PaulinaRuiz,UniversityofBristol

2.TheBrazilianEducationSystem:APathFullofUpsandDownsGeorgiaSobreiradosSantosCêa,UniversityofBristol

2.HowmyActionResearchwasConductedinAssistingTaiwaneseEnglishTeachersinTransformingtheirTeachingApproachesYi-MeiChen,UniversityofExeter

2.HowFlexiblecanaResearchDesignbeandWhoDecides?StevenPeters,UniversityofBristol

3.AnExploratoryStudyofContextRealitiesandStakeholders’Perceptions:GivenStudent-centredRecommendationsinNigerianSecondarySchools.Abi'odunOyewole,UniversityofBristol

3.AnInvestigationintoExperiencedEFLTeachers’SelectionandUseofGrammarTeachingTechniques:ABeliefPerspectiveAnnaCsernus,UniversityofBath

3.KnowledgeofandAttitudeTowardsMultimodality:Correlations,InfluenceandPredictionsBaseduponTeachingExperiencesandAgeHenryNicholas,UniversityofExeter

12:00–12:50

KeynoteAddressCreativeandArts-basedResearchMethodswithChildren:ChallengesandOpportunities

DrDebbieWatson,UniversityofBristolChair:PoonehRoney

HelenWodehouseLectureTheatre1:00–2:00

LunchRoom4.10


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2:00–3:30

Session4Technology

Room2.26Chair:CarolinaGordillo

Session5EngagementandLearning

Room1.20Chair:JamesSumner

Session6ResearchRoundTableRoom1.21Chair:AliandraBarleteTeacherWell-being,andtheRoleoftheTeacherandResearcher

1.LearningbyResearching:theChallengesofUsingAssemblageEthnographyinaStudyaboutInformationandCommunicationTechnology(ICT)inEducation.PaulaLameu,UniversityofBirmingham

1.InfluenceofLearnerIdentityonClassroomLearningEngagement:UsingaFreireanPopularEducationApproachtoSupportLow-EngagingYearEightPupils.ReubenShekwonyaduKatai,UniversityofBristol

2.BridgingtheIntergenerationalGapUsingTechnologytoLearnaboutBristolDianaErandiBarreraMoreno,UniversityofBristol

2.Self-controlandGritinSchool-ageChildrenPoonehRoney,UniversityofBristol

3.ResearchthroughEngagementAmandaRamsay,UniversityofBristol

3.Equality,TrustandStudentAgency:aMulti-methodStudyofQuakerSchoolingNigelNewton,UniversityofBristol

3:30–4:00

AfternoonteaandcoffeebreakRoom4.10

PosterSession14thFloorFoyer

4:00–5:30

Session7InternationalStudentsinthe

UKRoom2.26Chair:MikeNandu

Session8HigherEducationResearch


Session9“BytheFireplace”

Room1.21Chair:PoonehRoneyLifeafterthePhD–SecuringaPost-docFellowshipandRoleswithintheUniversityRunbyDrs.ShelleyMcKeownJones,AmandaWilliamsandGeorgeLeckie

1.LivedExperiencesofAdaptingtoaUKUniversity'sPedagogicSystemJaneNebe,UniversityofBristol

1.CulturalPoliticalEconomyofMercosur’sHigherEducationSectoralProjectAliandraBarlete,UniversityofBristol

2.IntegratingtheTeachingofLogicandCoherencetoInternationalStudentsAbbyPingWang,UniversityofYork

2.ServiceLearning:Challenging,andChallengedby,theAcademyEdStevens,UniversityofBath

3.EU/InternationalDoctoralStudents'PsychologicalWellbeingduringtheirCross-culturalTransitionintheUKTrangMaiTran,UniversityofBristol

3.ChineseStudents’Perceptionsof,andResponsestoTeacherWrittenFeedbackintheUKHigherEducationFangfeiLi,UniversityofBath

5:30–7.00 Cheeseandwinereception

Room4.10


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Day2–1stJune

Time 9:00–9.30

RegistrationGroundFloorFoyer

9.30–10:30

KeynoteAddressTheimpactsofimpact:ontheriseof‘impact’inresearchpolicyandgovernance

ProfessorAlisOancea,UniversityofOxfordChair:PoonehRoney

HelenWodehouseLectureTheatre10:30–11:00 Morningteaandcoffeebreak

Room4.10PosterSession24thFloorFoyer

11:00–12:00

Session10NeuroscienceandEducationRoom1.20Chair:MiguelCerna

Session11MulticulturalEducation


Session12Innovativeteaching:pushing

theboundariesRoom1.21Chair:DuyguCavdar

1.LatinAmericanTeachers'PerceptionofBrainFunction.AdrianaSoniGarcia,UniversityofBristol

1.SouthKoreanStudents'NationalIdentityandPerceptionstowardsMigrantsanditsImplicationsonKoreanMulticulturalEducationYurimKim,UniversityofBristol

1.TheELFMethod:howtheELTclassroomcanimitatethereal-worldELFcontextJamesSumner,UniversityofBristol

2.BridgetheGap:ChallengesinResearchinNeuroscienceandEducationCarolinaGordillo,UniversityofBristol

2.CulturalIssuesinHigherEducation:LessonstoLearnfromResearchingOmaniUndergraduateStudents’CulturalUniversalitiesandPeculiaritiesJamilaAlSiyabi,UniversityofExeter

2.ExploringMathematicsExamplesfromaTeacherandStudentPerspectivePaolaRamirez,UniversityofBristol

12:00–1:00

Session13ComparativeEducation

Room2.26Chair:AdnanMukhrib

Session14ChangingPerspectives

Room:1.21Chair:JaneNebe

Session15Workshop

Room1.20Chair:PoonehRoney

WritingtoPublishRunbyProfessorJustinDillon

1.DebtandDesireafterGraduationJohnLoewenthal,OxfordBrookesUniversity

1.AholisticacademicmodelforprofessionaldevelopmenttowardslecturersattheTechnologicalUniversityofSanJuandelRioMyrnaEscalonaSibaja,UniversityofBristol

2.Teachers’andStudents’AttitudestowardDisruptiveBehaviourandDisciplinaryStyles:AComparativeAnalysisofEnglandandNigeria.OchehoThankGodUgbede,LancasterUniversity

2.Journeysfrom“theWorstSchoolinBritain”toUniversity:aFightfortheOppressedPastDeniseRogers,UniversityofBristol


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1:00–2:00 Lunch

Room4.10

2:00–3:00

KeynoteAddressCanInclusiveMethodsTransformEducationalResearch:OpportunitiesandChallenges?

ProfessorJaneSeale,TheOpenUniversityChair:PoonehRoney

HelenWodehouseLectureTheatre

3:00–3:30 Afternoonteaandcoffeebreak

Room4.10

3:30–4:30

Session16TeacherDevelopment

Room2.26Chair:PaolaRamirez

Session17CreativityinEducation

Room1.20Chair:SianEphgrave

Session18“BytheFireplace”

Room:1.21Chair:PoonehRoneyGettingthemostoutofyoursupervisionRunby:DrJoRoseandProfessorRosSutherland

1.ProfessionalLearningCommunitiesinChileanSchools:LocalrealitiesofTeachers'Collaboration.DanielaFigueroaMoya,UCLInstituteofEducation

1.ExploringthePlaceofPoetryinEducationSergioAndrésAnwandterAgüero,UniversityofBristol

2.Investigatingearlycareerscienceteachers’experienceofsubjectknowledgedevelopmentJonJames,UniversityofBristol

2.Engagingchildreninresearchby‘growingawhale’intheirschoolplayingfieldCarolineHickman,UniversityofBath

4:30–5:00 Closingplenaryaddress

Speakers:JamesSumnerandZibah‘NwakoRoom4.10


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PosterSessions4thFloorFoyer

Day1–31stMay

3.30–4.00

1. OnlineExploratoryTalkforWriting

AireenAinaBahari,UniversityofExeter

2. Koreanstudents'knowledgecreationthroughdigitaltechnologiesanddigitalmediaEunjooKim,UniversityofBristol

3. OlderadultsandtheuseofdigitaltechnologiesineverydaypracticePei-WenChu,UniversityofBristol

4. Teacher’s perceptions of teaching thinking skills in the lens of Computational thinkingframework

SamyahAbdullahAlshehri,UniversityofSouthampton

Day2–1stJune

10.30–11.00

1. HowCanWeContributetoImprovingBasicMathematicsEducationinSt.Lucia?

TakuyaNumajiri,UniversityofEdinburgh

2. TheUseofCreativeDramaforTeachingThinkingSkillstoChildrenwithModerateLearningDifficulties(MLD)ArwaMesferAlharthi,UniversityofExeter

3. ImplementingaMulticulturalCurriculuminthePrimarySchoolClassroom:ANarrativeInquiryMaryPhipps,UniversityofBristol

4. Howcanreflectiveandcollaborativestrategiesimprovetheimpactandprocessofyourresearch?MiguelAngelCernaCaceres,UniversityofBristol

Documents

2016 Doctoral Conference Graduate School of Education University of Bristol