Past events

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12 December 201813:00

Education Theory Reading Network

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12 December 20189:30

GSE Director of Research Advisory Group (DoRAG)

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12 December 2018

CRISTEME meeting

Regular meeting for staff and students (all welcome). Full details
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4 December 201815:00

CRPL Research Tea (Jackie Bagnall: Building resilience strategies in to the development of professionals)

The Centre for Research in Professional Learning hold regular discussion sessions, known as Research Teas, throughout the academic year. At each Research Tea a member of the team gives an informal presentation on a chosen topic and then the session opens up for discussion. All are welcome to attend.. Full details
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3 December 201816:45

More Fun or More Phonics? The Power of Story and Games in Integrated Group Reading: a targeted teaching intervention for Year 2 and 3 pupils who are delayed in reading

Centre for Special Educational Needs and Disability (SEND) Open Seminar. Full details
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3 December 201814:00

Centre for Special Educational Needs and Disability (SEND)

This research centre meeting features a research project between the University of South Florida and the University of Exeter.. Full details
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30 November 201812:30

Lesson Study Network

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28 November 201814:30

CRISTEME meeting

Regular meeting for staff and students (all welcome). Full details
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27 November 201813:00

GSE Lecture Series - Introduction to Research in the Centre for Social Mobility

A series of seven lightening talks showcasing the research in the Centre for Social Mobility. Full details
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23 November 201818:00

Special Guest Lecture and Book launch by Dr Lee Elliot Major

Why is climbing the social ladder so difficult in Britain - and what can we do to create a fairer society? Are we all enemies of social mobility? These are some of the questions which will be addressed by University of Exeter Honorary Professor Dr Lee Elliot Major in a special guest lecture to mark the launch of his new Penguin book Social Mobility and Its Enemies. Dr Lee Elliot Major is Chief Executive of the Sutton Trust, the UK’s leading foundation improving social mobility. Full details
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21 November 201817:00

Language and Education Network Research Talk

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15 November 201814:00

Exploring Pluri-Logicality - ‘The Literature Review’ Seminar

This seminar will build on the ‘Exploring Plurilogicality’ interactive symposium that CEEN (Creativity and Emergent Educational-futures Network) held in July 2018.. Full details
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14 November 2018

GSE Research Review Group

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7 November 201814:30

CRISTEME meeting

Regular meeting for staff and students (all welcome). Full details
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7 November 201812:45

Centre for Special Educational Needs and Disability (SEND)

Dr Chris Boyle will present the ideas and actual research plans in a proposal based on a European collaborative intervention study about Inclusive Belonging in Schools and Communities – education to increase tolerance and shared understanding (IBSaC). Full details
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6 November 201815:00

CRPL Research Tea (Daniele Carrieri: Care under pressure)

The Centre for Research in Professional Learning hold regular discussion sessions, known as Research Teas, throughout the academic year. At each Research Tea a member of the team gives an informal presentation on a chosen topic and then the session opens up for discussion. All are welcome to attend. Full details
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30 October 201812:30

GSE All Staff Meeting

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24 October 201814:30

CRISTEME meeting

Regular meeting for staff and students (all welcome). Full details
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23 October 201816:00

Education Theory Reading Network

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22 October 201813:00

Lesson Study Network

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18 October 201816:30

Lecture by Professor Michael W. Apple (University of Wisconsin), Can Education Change Society?

Many people take it for granted that there can be no serious change in education unless "society" changes. While these arguments need to be taken seriously, there are substantive conceptual, historical, and political problems with them. Furthermore they can lead to cynicism. I critically examine a number of these claims and argue for a position in which education can indeed participate in social transformation. Full details
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17 October 201813:30

Speaker series: Associate Professor Neil Harrison, UWE

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17 October 201810:00

GSE Director of Research Advisory Group (DoRAG)

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10 October 201814:30

CRISTEME meeting

Regular meeting for staff and students (all welcome). Full details
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10 October 201812:45

Centre for Special Educational Needs and Disability (SEND)

Dr Helen Knowler (Lecturer in Education Graduate School of Education) will talk about 'Exploring collaboration and coproduction in research when working with young adults who have been permanently excluded from mainstream schools.'. Full details
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1 - 5 October 2018

PGCE Secondary Programme Induction Week

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26 September 201810:00

CRISTEME seminar

A seminar with Dr Nigel Calder, University of Waikato, new Zealand. Full details
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24 - 28 September 2018

PGCE Primary Programme Induction Week

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20 September 201812:00

CRISTEME Lunch

CRISTEME is hosting a lunch for new PGR students. Full details
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19 September 201814:30

CRISTEME meeting

Regular meeting for staff and students (all welcome). Full details
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17 - 28 September 2018

GSE Welcome and Induction Weeks for taught and research students

A range of events will be on offer for our new taught and postgraduate students. Further details to follow soon. Full details
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14 September 201810:00

LGBTQ Inclusivity in Higher Education

The aim of the workshop is to introduce you to the Ward-Gale model for LGBTQ-inclusivity in HE, and to help you identify how to apply this in your practice to increase inclusivity and create a positive learning environment for everybody.. Full details
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4 September 201815:30

POSTPONED - CRPL Research Tea (Dr Lauren Stentiford: HE pedagogy, disciplinary cultures and equalities cultures: Emerging research ideas)

The Centre for Research in Professional Learning hold regular discussion sessions, known as Research Teas, throughout the academic year. At each Research Tea a member of the team gives an informal presentation on a chosen topic and then the session opens up for discussion. All are welcome to attend. Full details
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31 July 201812:00

STEM Centre meeting

The Centre for Science, Maths and Technology Education (STEM) brings together academics and research students concerned with aspects of education in the fields of science, technology, engineering, and mathematics (STEM). Full details
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25 July 201818:00

Seminar by Dr Phil Durrant (University of Exeter) Language development in children's writing from six to sixteen

This presentation will discuss the Growth in Grammar project - a three-year study of the linguistic development of English children's language through the course of their compulsory education, funded by ESRC. Full details
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23 July 201817:00

The impact of the use of English as a medium of instruction on Arab students’ Modern Standard Arabic proficiency and Arab identity at higher education in the United Arab Emirates.

Speaker: Taghreed Masri. Full details
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20 July 201813:00

Exploring PluriLogicality

Hosted by the Creativity and Emergent Educational-futures (CEEN) Network, Graduate School of Education, University of Exeter. Full details
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18 July 201810:00

GSE Director of Research Advisory Group (DoRAG)

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16 July 201811:00

Lesson Study Network

AGENDA - Discussion of coding of ITE/LS papers (papers previously circulated). Full details
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13 July 201811:00

CRPL Research Away Day

Further details to follow. Full details
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11 July 201811:00

STEM Centre Seminar - Group thinking and mathematical reasoning/proving

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5 July 201812:30

Education Theory Reading Network

Reading to be confirmed. Full details
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3 July 201815:30

CRPL Research Tea - Factors in Professional Learning: using ‘Diamond 9’ ranking as a tool to explore what practitioners think is important

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3 July 2018

Post-Structural Reading Group (PSRG)

Meetings are open to anyone with an interest in the application of post-structural theoretical approaches to educational research. Post-structural theories intersect with some of CenCSE’s interests owing to the open-ended and emergentist nature of this perspective. Full details
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2 July 201812:30

Centre for Special Educational Needs and Disability (SEND) -Visiting Speaker - Silvia Lopez-Larrosa

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27 June 201814:00

GSE Research Review Group

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26 June 201813:00

Seminar by Emeritus Professor Ian Menter (University of Oxford) Teacher education and government: a tale of two countries

The relationships between politics and teacher education have become increasingly close over recent decades in many contexts around the world, often causing significant challenges as well as some opportunities. Full details
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26 June 2018

STEM Centre meeting

The Centre for Science, Maths and Technology Education (STEM) brings together academics and research students concerned with aspects of education in the fields of science, technology, engineering, and mathematics (STEM). Full details
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21 June 201812:30

CRPL - Centre Meeting

Members of CRPL share an interest in comparing and contrasting learning within and across different professional contexts. Full details
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19 June 201810:00

Centre for Research in Writing - Centre meeting

Doctoral Session: Qualitative Data Coding Workshop 2. This is the second of a pair of workshops which will give practical experience of coding qualitative data.. Full details
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18 June 201812:30

Special Education Needs and Disability Research Centre meeting

Ali Alkeraida will present some early data analysis of his study of primary school inclusive teaching on a child with autism in Saudi Arabia. Full details
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12 June 20189:30

Social Mobility Conference

The University's first social mobility conference aims to bring academics, professional services staff and students together to share insights and understanding about the University's role in promoting social mobility by working to improve access to higher education and to create a level playing for students to thrive. Full details
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7 June 201812:30

Education Theory Reading Network

Paper to be confirmed. Full details
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6 June 201812:30

Lesson Study Network

AGENDA - coding framework for LS papers. Full details
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5 June 201817:00

Seminar by Dr Laura Black (University of Manchester) Deepening Engagement in Mathematical Learning: A question of ‘identity’?

This seminar will focus on the concept of identity and its value for exploring both engagement in learning and alienation from formal schooling. I will draw on work from across our research projects which have looked at students’ relationships with mathematics in a variety of contexts, including post 16 A-level mathematics, mathematically demanding programmes at university and more recently in early primary school (aged 5-6 years old). I will argue that identity provides a useful way to understand how our experiences ‘in practice’ become crystallised (through reflection) into statements about who we are as a person – for example, ‘I did this well’ may become ‘maths makes sense to me’ and eventually ‘I am gifted at maths’. Our work in this area has considered how students’ mathematical identities are mediated by practices which are classed, gendered etc. Therefore, in this seminar, I will argue that researching ‘identity’ is not merely a matter of addressing the STEM agenda by increasing engagement (and participation) in mathematically related subjects, but rather it can provide a lens through which to study the function mathematics plays in re-producing broader social inequalities in education.. Full details
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5 June 201813:30

Post-Structural Reading Group (PSRG)

Meetings are open to anyone with an interest in the application of post-structural theoretical approaches to educational research. Post-structural theories intersect with some of CenCSE’s interests owing to the open-ended and emergentist nature of this perspective.. Full details
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5 June 201810:00

Centre for Research in Writing - Centre meeting

Doctoral Session: Qualitative Data Coding Workshop 1. This is the first of a pair of workshops which will give practical experience of coding qualitative data.. Full details
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5 June 2018

CRPL Research Tea (Theme: ProTEACH)

The Centre for Research in Professional Learning are holding regular discussion sessions, known as Research Teas, throughout the 2017/18 academic year. All are welcome to attend. Full details
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29 May 201812:00

STEM Centre meeting

The Centre for Science, Maths and Technology Education (STEM) brings together academics and research students concerned with aspects of education in the fields of science, technology, engineering, and mathematics (STEM). Full details
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23 May 201810:00

GSE Director of Research Advisory Group (DoRAG)

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22 May 201813:00

Seminar by Professor Dongbo Zhang (University of Exeter) Cross-linguistic Perspectives on Reading Development

In this talk, I will discuss development of reading abilities from cross-linguistic perspectives. Print represents spoken language, which is a universal principle that holds across languages; yet how specifically different linguistic units are encoded in print vary from language to language. The similarities and variations in language-to-print mapping relationships suggest universal as well as language/script-specific processes in early reading development. Full details
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22 May 201810:00

Centre for Research in Writing - Centre meeting

Doctoral Session: Criticality in reading and writing. Feedback that writing needs to be more critical is very widespread in academic writing: this workshop will explore what it means to be critical.. Full details
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21 May 201812:30

Centre for Special Educational Needs and Disability (SEND)

The Centre brings together academics, research staff and doctoral students who are interested in the educational aspects of children, young people and adults with special educational needs and disabilities, and provides a forum for discussion and debate about current theoretical, policy, research and practice issues. Full details
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17 May 201812:30

CRPL - Centre Meeting

Members of CRPL share an interest in comparing and contrasting learning within and across different professional contexts. Full details
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9 May 201812:00

Language hub lunch

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8 May 201817:00

Seminar by Dr Joanne Pearce (University College London) From Anthroposophy to non-confessional preparation for spirituality?

It has been suggested common schools might be able to learn from spiritual education in Steiner schools. This assumes practice in Steiner schools is compatible with the aims of spiritual education in common schools. I question this by considering whether the former is confessional, as the latter should not be. I explain how my concern about the potentially confessional nature of Steiner spiritual education arose. I then argue for a nuanced understanding of confessional education, distinguishing between ‘weak’ and ‘strong’ confessional education, as well as between confessional education as intentional and as defined by outcome. I argue that spiritual education in common schools should prepare pupils for spirituality, without being confessional. I consider whether Steiner schools are confessional by drawing upon findings from research conducted at six Steiner schools. Full details
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8 May 201810:30

Centre for Research in Writing - Centre meeting

Understanding Writing through Corpus Linguistic Methods. Phil Durrant will outline preliminary findings from the Growth in Grammar project.. Full details
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3 May 201812:30

Education Theory Reading Network

Reading to be confirmed. Full details
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2 May 201812:30

Lesson Study Network

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1 May 201815:30

CANCELLED - CRPL Research Tea

The Centre for Research in Professional Learning are holding regular discussion sessions, known as Research Teas, throughout the 2017/18 academic year. All are welcome to attend. Full details
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1 May 201813:30

Post-Structural Reading Group (PSRG)

Meetings are open to anyone with an interest in the application of post-structural theoretical approaches to educational research. Post-structural theories intersect with some of CenCSE’s interests owing to the open-ended and emergentist nature of this perspective. Full details
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1 May 201812:30

Centre for Special Educational Needs and Disability (SEND)

The Centre brings together academics, research staff and doctoral students who are interested in the educational aspects of children, young people and adults with special educational needs and disabilities, and provides a forum for discussion and debate about current theoretical, policy, research and practice issues. Full details
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25 April 201814:00

GSE Research Review Group

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24 April 201812:00

STEM Centre meeting

The Centre for Science, Maths and Technology Education (STEM) brings together academics and research students concerned with aspects of education in the fields of science, technology, engineering, and mathematics (STEM). Full details
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19 April 201812:30

CRPL - Centre Meeting

Members of CRPL share an interest in comparing and contrasting learning within and across different professional contexts. Full details
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27 March 201812:00

STEM Centre meeting

The Centre for Science, Maths and Technology Education brings together academics and research students concerned with aspects of education in the fields of science, technology, engineering, and mathematics (STEM). Full details
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26 March 201812:30

Centre for Special Educational Needs and Disability (SEND) (rescheduled from 12 March 2018)

The Centre brings together academics, research staff and doctoral students who are interested in the educational aspects of children, young people and adults with special educational needs and disabilities, and provides a forum for discussion and debate about current theoretical, policy, research and practice issues. Full details
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23 March 20189:30

2018 Education Research Conference

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21 March 201810:00

GSE Director of Research Advisory Group (DoRAG)

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20 March 201812:30

Lesson Study Network

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20 March 201810:30

Centre for Research in Writing - Centre meeting

Reading-writing connections. Dongbo Zhang will talk through some of his ideas for a new research grant looking at vocabulary in reading and writing.. Full details
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15 March 201812:30

CRPL - Centre Meeting

Members of CRPL share an interest in comparing and contrasting learning within and across different professional contexts. Full details
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8 March 201813:30

Religion, Spirituality and Education Network meeting

This network brings together researchers with an interest in the areas of religion, spirituality and education and provides a lively and supportive space in which to share ideas and beliefs and to compare them with those from other disciplines and cultural backgrounds; and to explore new syntheses and emerging understandings within the network and the wider society. Full details
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8 March 201812:20

Education Theory Reading Network

Reading: The Contribution of Educational Research to Teachers’ Professional Learning - Philosophical Understandings (Chris Winch, Alis Oancea, Janet Orchard. 2013). Full details
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7 March 201812:00

Language hub lunch

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6 March 201815:30

CRPL Research Tea - Professions as Politics: the Medical Profession and its End in the United States, 1783-1860

In a striking case of professional collapse, the medical profession in the United States gave way to a raucous free market for healthcare around the middle of the nineteenth century. To explain the causes and consequences of these events, we draw on insights from political sociology to probe the origins of opposition to the medical profession. Dominant professions must both maintain cultural authority over potential rivals and secure the support of state officials in order to maintain their advantages. We argue that the cultural and institutional power of a dominant profession can be overturned if challenger occupational groups organize and mobilize actively, and if populist political coalitions find that anti-professional sentiments resonate with the electorate. Moreover, each of these processes can reinforce the other, lending the normally staid world of professions the character of a contentious social movement arena. Our analysis contributes to sociological knowledge of the professions by demonstrating that the loss of professional power is not simply a case of professionalization in reverse. Instead, political dynamics within professional and political ecologies can give rise to insurgent forces that challenge the foundation of professional power. Full details
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6 March 201813:30

Post-Structural Reading Group (PSRG)

Meetings are open to anyone with an interest in the application of post-structural theoretical approaches to educational research. Post-structural theories intersect with some of CenCSE’s interests owing to the open-ended and emergentist nature of this perspective. Full details
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6 March 201810:00

Centre for Research in Writing - Centre meeting

Doctoral session: variety in qualitative data collection methods. This workshop will look at alternatives to very familiar qualitative data collection processes, such as interviews, and consider how richer data might be secured if different methods are used.. Full details
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28 February 201812:30

Lesson Study Network

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27 February 201812:00

STEM Centre meeting

The Centre for Science, Maths and Technology Education brings together academics and research students concerned with aspects of education in the fields of science, technology, engineering, and mathematics (STEM). Full details
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21 February 201814:00

GSE Research Review Group

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20 February 201810:00

Centre for Research in Writing - Centre meeting

Doctoral Session: Quasi experimental methods. In this session, Dongbo Zhang will lead an overview and discussion of quasi-experimental research designs.. Full details
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15 February 201812:30

CRPL - Centre Meeting

Members of CRPL share an interest in comparing and contrasting learning within and across different professional contexts. Full details
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12 February 201812:30

Centre for Special Educational Needs and Disability (SEND)

The Centre brings together academics, research staff and doctoral students who are interested in the educational aspects of children, young people and adults with special educational needs and disabilities, and provides a forum for discussion and debate about current theoretical, policy, research and practice issues. Full details
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7 February 201812:30

Lesson Study Network

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6 February 201817:00

Seminar by Dr Marcello Giovanelli (Aston University) Text World Theory and teacher-oriented grammatics: Facilitating creativity, reading and writing in the classroom

Stylistics has both over time and more recently underpinned much work that has gone on in EFL teaching, work in English departments in higher education, and creative and professional writing programmes. However, its potential influence as a valuable pedagogical tool for secondary age students (11-18) has yet to be fully explored. This paper therefore argues for a stylistics-informed pedagogy in the secondary phase drawing on Halliday’s notion of ‘grammatics’ as a way of using knowledge about language ‘to think with’. Specifically, I argue that Text World Theory offers an example of what I term ‘teacher-oriented grammatics’ and provides a cognitively-informed updating of existing readers-response theories which have traditionally been seen as highly attractive by teachers.. Full details
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6 February 201815:30

CRPL Research Tea: Relating models of expertise to academics’ professional learning

The Centre for Research in Professional Learning are holding regular discussion sessions, known as Research Teas, throughout the 2017/18 academic year. All are welcome to attend. Full details
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6 February 201813:30

Post-Structural Reading Group (PSRG)

Meetings are open to anyone with an interest in the application of post-structural theoretical approaches to educational research. Post-structural theories intersect with some of CenCSE’s interests owing to the open-ended and emergentist nature of this perspective. Full details
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6 February 201810:30

Centre for Research in Writing - Centre meeting

What is quality in research publications? In this session we will discuss articles and their possible REF grading, alongside a general consideration of a trajectory of quality in research publications.. Full details
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1 February 201812:30

Education Theory Reading Network

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30 January 201812:00

STEM Centre meeting

The Centre for Science, Maths and Technology Education brings together academics and research students concerned with aspects of education in the fields of science, technology, engineering, and mathematics (STEM). Full details
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30 January 201810:00

Centre for Research in Writing - Centre meeting

Doctoral Session: Conducting a Systematic Review. This session will be led by the Medical School, and will outline ways of undertaking a systematic literature review. Full details
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24 January 201814:30

A comparative analysis of Anglophone and Chinese conceptualizations of intercultural communicative competence (ICC).

Doctoral Research Forum event in conjunction with the Language and Education Network. Speaker, Zhenan Tong, will be presenting on research entitled 'A comparative analysis of Anglophone and Chinese conceptualizations of intercultural communicative competence (ICC).. Full details
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24 January 201810:00

GSE Director of Research Advisory Group (DoRAG)

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18 January 201812:30

CRPL - Centre Meeting

Members of CRPL share an interest in comparing and contrasting learning within and across different professional contexts. Full details
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16 January 201817:00

Seminar by Professor Andrew Martin (University of New South Wales) Growth Approaches to Academic Motivation, Engagement, and Achievement

Too many assessment systems represent a zero-sum game in which some students’ success comes at the expense of other students’ success. Under a growth framework, however, all students have access to a sense of achievement and efficacy; although they may not outperform peers, they can outperform their own previous efforts.. Full details
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16 January 201812:30

SEND visiting speaker seminar - Achievement in the Classroom: Towards a Better Understanding of Academically ‘Typical’ and ‘At-risk’ (ADHD) Students

This is the first of two seminars which Professor Andrew Martin (University of New South Wales) has kindly agreed to present on his visit to Exeter in January 2018.. Full details
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16 January 201810:30

Centre for Research in Writing - Centre meeting

The discursive: how talk influences writing. Bryan Smith will circulate some advance reading on the idea of how talk shapes writing for discussion in this meeting.. Full details
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15 January 201812:30

Centre for Special Educational Needs and Disability (SEND)

The Centre brings together academics, research staff and doctoral students who are interested in the educational aspects of children, young people and adults with special educational needs and disabilities, and provides a forum for discussion and debate about current theoretical, policy, research and practice issues. Full details
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10 January 201812:30

Post-Structural Reading Group (PSRG)

Meetings are open to anyone with an interest in the application of post-structural theoretical approaches to educational research. Post-structural theories intersect with some of CenCSE’s interests owing to the open-ended and emergentist nature of this perspective. Full details
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10 January 201812:00

Language hub lunch

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14 December 201712:30

Research Talk by Enjo Xuying Fan (University of Exeter) How do language teachers define thinking skills, and can thinking skills be promoted in language classrooms? Insights from Chinese primary teachers’ practices.

The ability to think – to see connections, to reason, to be active in one’s learning – is an essential feature of education that enables learning at all stages of life and within and across different contexts in the 21st century. The teaching of thinking skills has received extensive attention in mainstream education, yet little research has explored language teacher cognition of thinking skills, although this directly influences students’ thinking and language learning. Full details
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14 December 201710:30

Religion, Spirituality and Education Network meeting

This network brings together researchers with an interest in the areas of religion, spirituality and education and provides a lively and supportive space in which to share ideas and beliefs and to compare them with those from other disciplines and cultural backgrounds; and to explore new syntheses and emerging understandings within the network and the wider society. Full details
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13 December 201714:00

GSE Research Review Group

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12 December 201710:00

Centre for Research in Writing - Centre meeting

Doctoral Session: Research design. In this session we will invite year 1 students to present their draft research design and methodology, and receive feedback from peers.. Full details
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8 December 2017 - 2 March 2018

2018 Education Research Conference: First Call for Papers

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7 December 201712:30

Education Theory Reading Network

Paper by Wilf Carr on Education without Theory has been selected to follow the line of argument of the two previous papers this term.. Full details
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6 December 201717:00

Research talk by Dr Li Li (University of Exeter) Researching Teacher Cognition - A Discursive Approach

Language teacher cognition has become a significant research area in the last decade to promote learners’ active participation in learning, to address the important role of teachers in developing effective pedagogy and to enhance teacher learning. Majority of this research is framed in a cognitive framework, adopting research methodology to gain understanding of teachers’ mental lives.. Full details
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5 December 201715:30

The Educational Role of Professional Bodies

The Centre for Research in Professional Learning are holding regular discussion sessions, known as Research Teas, throughout the 2017/18 academic year. All are welcome to attend. Full details
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5 December 201713:00

Seminar by Dr Steven Jones (University of Manchester) Value-For-Money Discourses in English Higher Education

In England, the notion of ‘value for money’ (VFM) is ubiquitous in discourses of Higher Education. Young people are assumed to make participation decisions based on rational cost-benefit analyses of long-term loan repayments against deferred graduate premium, and VFM is widely invoked as a driver of government policy.. Full details
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4 December 201712:30

Centre for Special Educational Needs and Disability (SEND)

Emir Emre will present a summary of his PhD research plans on teacher assistant initial training and Alison Black will also present her plans for a special issue journal article about mixed methods research. Full details
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30 November 201713:30

Lesson Study Network

Update on the progress of the review of literature relevant to lesson study by Vivienne Baumfield.. Full details
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28 November 201716:00

South West Excellence in Education for Teachers (SWEET) Launch

The Graduate School of Education is proud to launch its new status as a Regional Hub of the Chartered College of Teaching. We are celebrating with a free launch event on the theme of assessment, here at our St Luke's campus. Come and hear Dame Alison Peacock talk about the work of the Chartered College and her own professional learning and educational research. Full details
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28 November 201712:00

STEM Centre meeting

The Centre for Science, Maths and Technology Education (STEM) brings together academics and research students concerned with aspects of education in the fields of science, technology, engineering, and mathematics (STEM). Full details
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28 November 201710:30

Centre for Research in Writing - Centre meeting

Qatar National Research Fund: Metadiscourse proposal. Discussion of QNRF grant proposal led by Esmaeel Abdollahzadeh and Debra Myhill.. Full details
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22 November 201710:00

GSE Director of Research Advisory Group (DoRAG)

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21 November 201717:00

Seminar by Professor Carol Taylor (Sheffield Hallam University) Posthumanist/ new material feminist imaginaries for higher education research and pedagogy

Posthumanism is a mobile term, a constellation of theories, concepts, approaches and practices which share an interest in destabilizing binaries, decentering the human, and forging new ways of doing and thinking ethics in relation. Posthumanism has been seen as both a ‘reaction’ to Humanism (Wolfe, 2010) and a recognition that the current era of the Anthropocene is having a destructive impact on the planet and its inhabitants. It is for these reasons that Rosi Braidotti (2013: 2) suggests that the post-human condition has introduced a ‘qualitative shift’ in our thinking about what ‘the basic unit of common reference is for our species, our polity and our relationships’, that Karen Barad (2007: 142) urges attention to ethico-onto-epistemological understandings of how matter comes to matter in more-than-human entanglements, and Donna Haraway (2016) argues for a speculative feminist practice of ‘making kin’ through relational acts of string-figuring.. Full details
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17 November 201713:30

Post-Structural Reading Group (PSRG)

Meetings are open to anyone with an interest in the application of post-structural theoretical approaches to educational research. Post-structural theories intersect with some of CenCSE’s interests owing to the open-ended and emergentist nature of this perspective. Full details
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16 November 201715:30

Multilingual theme for GSE conference: working group

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16 November 201712:30

CRPL - Centre Meeting

Members of CRPL share an interest in comparing and contrasting learning within and across different professional contexts. Full details
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14 November 201710:30

Centre for Research in Writing - Centre meeting

Doctoral Session: Student Research Introductions. A session for new and existing students to introduce their research to the Centre.. Full details
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13 November 201712:00

Language and Education Network Research Talk

Noof Al-Harbi: Investigation into the Academic Writing Difficulties of Saudi Postgraduate Students. Full details
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7 November 201715:30

Medical Student’s View of Science

The Centre for Research in Professional Learning are holding regular discussion sessions, known as Research Teas, throughout the 2017/18 academic year. All are welcome to attend. Full details
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7 November 201713:00

Seminar by Professor David Hall (University of Exeter) Education professionals and the permanent revolution of public service reform

This seminar examines the implications of what is characterised as a permanent revolution of rapid and thoroughgoing educational reform upon teachers’ professional identities. Full details
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6 November 201712:30

Centre for Special Educational Needs and Disability (SEND)

The Centre brings together academics, research staff and doctoral students who are interested in the educational aspects of children, young people and adults with special educational needs and disabilities, and provides a forum for discussion and debate about current theoretical, policy, research and practice issues. Full details
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2 November 201712:30

Education Theory Reading Network

Paper on design based research, Kevin O'Neill 'Designs that fly: what the history of aeronautics tells us about the future of design-based research in education'.. Full details
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1 November 201712:00

Language hub lunch

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31 October 201712:00

STEM Centre meeting

The Centre for Science, Maths and Technology Education (STEM) brings together academics and research students concerned with aspects of education in the fields of science, technology, engineering, and mathematics (STEM).. Full details
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31 October 201710:00

Centre for Research in Writing - Centre meeting

ESRC New Investigator bid: Ruth Newman will present her ESRC bid and seek feedback and ideas which will help to strengthen it. Full details
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24 October 201717:00

Seminar by Dr Colin Foster (University of Nottingham) Developing mathematical fluency: exercises or rich tasks?

Achieving fluency in important mathematical procedures is fundamental to students’ mathematical development. The usual way to address procedural fluency in the classroom is by repetitive practice of routine exercises, but is this the only effective way?. Full details
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19 October 201712:30

CRPL - Centre Meeting

Members of CRPL share an interest in comparing and contrasting learning within and across different professional contexts.. Full details
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18 October 201714:00

GSE Research Review Group

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18 October 201713:00

Lesson Study Network

This network aims to promote understanding about lesson study and related practices (learning studies) in their contexts and across varied phases of education, to support further thinking and research about developing lesson study practices in ITE and CPD and to examine knowledge exchange and other lesson study processes. Full details
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17 October 201710:30

Centre for Research in Writing - Centre meeting

Research Update: With new people in the team, and new projects on the boil, this will be an opportunity for everyone to share what they are doing. Everyone will have just 5 minutes to introduce their research focus, and their current plans. Full details
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16 October 201712:30

Centre for Special Educational Needs and Disability (SEND)

The Centre brings together academics, research staff and doctoral students who are interested in the educational aspects of children, young people and adults with special educational needs and disabilities, and provides a forum for discussion and debate about current theoretical, policy, research and practice issues. Full details
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3 October 201715:30

Preparing healthcare scientists for team work

The Centre for Research in Professional Learning are holding regular discussion sessions, known as Research Teas, throughout the 2017/18 academic year. All are welcome to attend. Full details
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13 June 201717:00

Seminar by Professor Judy Sebba (University of Oxford) 'The educational progress of looked after children: linking care and educational data'

A systematic review by Aoife O’Higgins1 suggested that it is likely that care is a protective factor in educational outcomes. A major study was then undertaken into what factors seem to contribute to these poorer outcomes by linking two national datasets in England, that which records educational factors for all children with the data about their care careers. The analysis focused on the progress at secondary school of young people who had been in care for over a year at the time of taking their ‘school-leaving’ examinations in 2013. Detailed statistical analysis was complemented by interviews with 26 young people and with their foster carers, teachers, social workers and ‘Virtual School headteachers’ who are responsible for supporting their education. The findings are influencing policy and practice in England, for example on avoiding school moves of young people in care. Evaluations of the GLA’s London Fostering Achievement3 and the Attachment-Aware Schools Programme will also be drawn on. 1 O’Higgins, A., Sebba, J. & Luke, N. (2015) What is the relationship between being in care and the educational outcomes of children? An international systematic review. Oxford: Rees Centre 2 Sebba, J., Berridge, D., Luke, N., Fletcher, J., Bell, K., Strand, S., Thomas, S., Sinclair, I., O’Higgins, A., (2015) The Educational Progress of Looked After Children in England, The Rees Centre 3 Sebba, J., Luke, N., Plumridge, G. et al., (2016) Evaluation of the London Fostering Achievement Programme. London: GLA. Full details
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23 May 201717:00

CANCELLED Seminar by Professor Keri Facer (University of Bristol)

Due to unforeseen circumstances this seminar has had to be cancelled.. Full details
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9 May 201717:00

CANCELLED Seminar by Dr Laura Black (University of Manchester)

Unfortunately this seminar has been cancelled, we hope to reschedule in the Autumn term. Full details
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4 May 201712:00

CRPL Research Seminar - Dr Michelle Lazarus (Monash University) & Professor Lynn Monrouxe (Chang Gung Medical Education Research Centre (CG-MERC))

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2 May 201715:30

Reducing teacher workload - what can we learn from the medical profession about how clinicians collect and analyse data

The Centre for Research in Professional Learning are holding regular discussion sessions, known as Research Teas, throughout the 2016/17 academic year. Full details
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28 March 201715:30

The use of Activity Theory to Investigate Professional Learning

The Centre for Research in Professional Learning are holding regular discussion sessions, known as Research Teas, throughout the 2016/17 academic year. Full details
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21 March 201713:00

Seminar by Professor Linda Woodhead (Lancaster University) 'Religion in Schools: cultural change in Britain and the need for reform'

On the one hand, 25 years of research on changing beliefs and values in modern Britain, and on the other a more recent proposal for change in the way religion is handled in state-sector schools in England and Wales (‘A New Settlement’, with Charles Clarke). After analysing some of the most profound cultural changes in Britain, I suggest how these have a bearing on the future of RE, school assemblies and faith schools. This seminar will be recorded. Full details
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17 March 2017

GSE Staff and Student Research Conference

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10 - 11 March 20179:00

Decolonizing Teacher Education

An Expert Seminar hosted by the Centre for Creativity, Sustainability and Educational Futures, Graduate School of Education. Full details
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10 - 11 March 2017

Decolonizing Teacher Education

An Expert Seminar hosted by the Centre for Creativity, Sustainability and Educational Futures Graduate School of Education. Full details
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7 March 201717:00

Seminar by Professor Graeme Douglas (University of Birmingham) 'Including pupils with special educational needs and disability in national assessment: Comparison of international practice through an Inclusive Assessment Framework'

The assessment of educational progress and outcomes of pupils is important to all concerned with education. This includes testing which is undertaken for accountability and award bearing purposes. This article examines how students with special educational needs and disability (SEND) are included in assessment. An “inclusive assessment” framework is outlined based around three core features: (1) all students are included and benefit from assessment; (2) assessments are accessible and appropriate for the diverse range of children in the education system; and (3) the full breadth of the curriculum is assessed (including curriculum areas of particular relevance to students with SEND). I will reflect upon policies and practice in different countries (especially England, Ireland and the US) to demonstrate how the framework. It is argued that the US and England have highly developed system-based approaches to assessment which seek to “include all” (feature 1) and be “accessible and appropriate” (feature 2). However, the analysis highlights that a consequence of such assessment approaches is the narrowing of the curriculum around topics that are assessed (most notably literacy and mathematics). Such approaches therefore may be at the expense of wider curriculum areas that have value for all students, but often of particular value for those with SEND (feature 3). It is argued that within such systems there may be a danger of neglecting the third feature of the inclusive assessment framework, i.e. ensuring that the full breadth of the curriculum is assessed. A consequence of such an omission could be a failure to assess and celebrate progress in relation to educational outcomes that are relevant to a diverse range of students. The presentation will draw upon a recent paper: Douglas, G., McLinden, M., Robertson, C., Travers, J., and Smith, E. (2016) Including pupils with special educational needs and disability in national assessment: Comparison of three country case studies through an inclusive assessment framework. International Journal of Disability, Development and Education, 63(1), 98-121. This seminar will be recorded. Full details
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7 March 201715:30

‘Religious Education and the Mary Whitehouse Experience’…

The Centre for Research in Professional Learning are holding regular discussion sessions, known as Research Teas, throughout the 2016/17 academic year. Full details
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6 March 201716:30

What are the benefits of carrying out Research using Ethnographic Methods and how can it be used effectively?

CenCSE Research Seminar. Full details
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21 February 201713:00

Seminar by Professor Debra Myhill (University of Exeter) 'Do you know your adverbs from your articles? What place for grammar in the Curriculum?'

In the context of national grammar tests for all 11 year olds, this presentation will explore briefly the contested place of grammar in the curriculum, and will offer a theorised rationale for the benefit of including grammar within the teaching of mother tongue language. Adopting an interdisciplinary perspective, drawing on Halliday’s social semiotic view of how language makes meaning, and on cognitive perspectives which consider the place of metalinguistic thinking in the process of writing. Using findings from a series of studies conducted in the Centre for Research in Writing, the presentation will illustrate how the teaching of writing can make meaningful connections for developing writers between language choices and meaning-making, and support them become more autonomous, independent writers. This seminar will be recorded. Full details
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20 February 201713:00

Problematizing the MA Dissertation (Looking at Feedback to Feedforward)

In this seminar I will present an analysis of tutors’ qualitative feedback on a cohort of 25 full-time MA Education students’ dissertations within the University of Exeter’s Graduate School of Education. Totalling over 15,000 words, the markers’ comments are roughly equivalent to the length of an MA dissertation and grades awarded ranged from 40% to 83%. The rationale behind this small-scale inquiry is to identify patterns in what the dissertation markers considered to be of importance in terms of reporting perceived strengths and weaknesses of the work. Assessment data were accessed through the university’s EBART system and I suggest that such innovations in the use of technology to facilitate marking open up new possibilities for improving the quality of teaching and learning. I will share the implications of my findings, which are likely to have relevance for both the supervision and marking of future MA Education dissertations. Regarding the potentially sensitive nature of this data, the anonymity of students and markers - one of whom was me - will be upheld.. Full details
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10 February 20179:00

GRAMMAR IN THE CLASSROOM: NOT WHETHER, BUT HOW

Exeter's Centre for Research in Writing is delighted to host a special one-day symposium with the Survey of English Usage at University College London. Taking place at a time of increasing emphasis on the explicit teaching of grammar within the National Curriculum, the symposium will provide a timely discussion of the current curricular conception of grammar, as well as consider the possible senses in which grammar is most relevant to the English classroom. It will also provide an invaluable opportunity to engage with the cutting-edge work of both centres into the role of grammar teaching and the nature of grammatical development. The day itself will be divided into two parts, with the afternoon session devoted to the featured speakers, and the morning session to related postgraduate research currently being undertaken at both Exeter and Lancaster University.. Full details
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7 February 201717:00

Seminar by Professor Tim Oates (Cambridge Assessment) 'Why should we care about what children think? Using assessment gain insights into the mental life of children'

In Wroxham School, primary school pupils present to their parents what they have learned as the core of parental consultation meetings. In schools only a few miles away, National Curriculum Levels continue to be the focus of parental consultations. In Michaela Community School, the pupils complete at home a range of daily subject-based tests. Such dense and frequent assessment would be considered anathema by other schools. This lecture will consider issues of granularity, analysis and precision in assessment - looking particularly at the purpose of assessment. It will draw on international comparative analysis of approaches to assessment as well as experimental work on radical new models in England. This seminar will be recorded. Full details
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7 February 201715:30

Using video-debrief to prevent prescribing errors in newly qualified doctors

The Centre for Research in Professional Learning are holding regular discussion sessions, known as Research Teas, throughout the 2016/17 academic year. All are welcome to attend.. Full details
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20 January 201714:00

ESRC SWDTP Studentships Info Day

An afternoon to experience and learn more about what Social Sciences and International Studies Postgraduate Research in Exeter can offer. Full details
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20 January 201714:00

ESRC SWDTP Studentships Info Day

An afternoon to experience and learn more about what Social Sciences and International Studies Postgraduate Research in Exeter can offer. Full details
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17 January 201713:00

Seminar by Paul Warwick (University of Cambridge) 'Digitalised Dialogues Across the Curriculum (DiDiAC): Enhancing classroom dialogue by using Talkwall to 'Think Together''

The DiDiAC research considers how a microblogging tool might affect interactions in ‘dialogic classrooms’. Developed by the University of Oslo, Talkwall is a free micro-blogging tool for engaging students in collective classroom interaction. Using Talkwall, an individual (e.g. a teacher) formulates a question or a challenge before participants (e.g. students), individually or in groups, post messages to a shared ‘wall’ (e.g. large screen/projector). Underpinned by a Vygotskian sociocultural framework, which views learning as a social process mediated by tools, this seminar will report on research in Norwegian (n=5) and British (n=2) secondary schools investigating: i. the potential of Talkwall to enhance existing/promote new forms of classroom dialogue and provide a visualisation of ‘interthinking’ amongst students; ii. how microblog-supported classroom dialogue may contribute to the development of students’ collaboration and critical thinking skills; iii. the skills that need to be attained for students to master digitalised communicative contexts, and how teachers can support this mastery through their pedagogy. Using a design-based approach with teachers working as co-researchers, approximately 400 students are involved. Data collection includes quantitative (e.g. metadata, measuring collaboration/critical thinking, social network/semantic analysis) and qualitative (e.g. observations, video, interviews) approaches. Details of the theoretical underpinning for the research, the strategy for data collection and analysis, and latest project developments (e.g. the outcomes of several teacher-researcher workshops), will also be discussed. During the seminar, participants will have the opportunity to experience using Talkwall using their own mobile/computing devices.. Full details
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11 January 201717:00

Community of Inquiry as a framework for practice

School Improvement research has demonstrated that the single most important factor in determining the quality of education in our schools is the teacher in the classroom. We also know that teaching is a complex activity and understanding the relationship between teaching and learning is far from straightforward. Much attention has been given to the provision of initial and continuing education that can equip teachers to exercise judgement in the ambiguous, uncertain and immediate contexts of classrooms. However, finding sustainable means of developing such ‘transformative’ teachers (Menter et al., 2010) remains a challenge. The seminar will focus on how metacognitive approaches, increasingly recognised as having the potential to make learning in the classroom ‘visible’ (Hattie and Timperley, 2007), can provide the means of framing practice and support teachers in problem posing and problem solving in a professional learning community. Particular attention will be given to the Community of Inquiry as a framework for practice; we will examine the origins of the idea in the work of the American pragmatists and evaluate its application in social and educational settings.. Full details
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10 January 201713:00

Culture, Narrative and Dialogue: Constructing Civic Identity (Speaker: Professor Helen Haste)

Brexit and the US Election shocked us into realizing that not everyone shares the liberal, globalizing stories. How do different culturally available narratives enter dialogue? How does dialogue construct narrative? What are the educational implications? I will focus on the civic domain but this is only one example of constructing identity.. Full details
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6 December 201613:00

Seminar by Professor Jane Oakhill (University of Sussex) 'Children’s difficulties with text comprehension: From research to practice'

A substantial minority of children have problems with text comprehension, even though their word recognition is within the normal range. Research has shown that skilled and less-skilled comprehenders differ in a number of ways, and in the first part of this presentation I will discuss the relative contribution of several theoretically relevant skills and abilities to the prediction of reading comprehension (as opposed to single word reading) during the early years of schooling (age 7 to 11). In the second part of the talk, I will consider some open questions and possible future directions for this research, with a particular focus on the relations between vocabulary skills and inference making. I will also consider the implications of the findings so far for helping children to develop and improve their comprehension skills.. Full details
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6 December 201612:00

Teacher Recruitment Fair 2016

Are you a PGCE student? Don't miss our upcoming Teacher Recruitment fair for the opportunity to speak with a number of teacher recruitment agencies and local education authorities. Come along and find out about the NQT vacancies they have available locally, nationally and internationally. There is no need to book in advance. Full details
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1 December 201613:00

Paradoxes of the Academization Process: A Sociological Exploration of the History of Foreign and Classical Language Education since 1864

Contemporary higher education has become a consumerist affair since student choice was put ‘at the heart of the system’ in 2011. This marketization extends universities’ function as an occupational clearinghouse: choice of degree course is assumed to be related to career aspirations. Yet, such expectations of rational career-accounting prove mythical if we consider the declining uptake of modern foreign languages in English-speaking countries: despite the obvious occupational skills multi-lingualism offers graduates in a globalized economy, fewer and fewer university consumers opt to study foreign languages.. Full details
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30 November 201616:00

Anna Craft’s Legacy: The importance of creativity to teaching and learning and its role in resisting and challenging performativity. Reflections on a creative partnership. (Speark: Bob Jeffrey, University of Exeter)

Bob Jeffrey, who worked closely with Anna Craft from the early Nineties, will reflect upon the reasons for developing creativity in education, its successes and its importance for teachers, schools and learners. The period will cover the introduction of the first National Curriculum, SATs , Ofsted inspections, Literacy and Numeracy programmes and increasing performativity in primary schools. He will provide examples of how they opened up a popular space for creativity in education in the UK and more globally which still pertains to today. He will argue that creativity in education is vital as a teaching methodology, crucial for developing learner’s own creativity and a necessary element to maintain a high profile for creativity itself, as Anna did, in order to ensure productive economies and innovatory practices. Full details
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30 November 201616:00

Anna Craft’s Legacy: The importance of creativity to teaching and learning and its role in resisting and challenging performativity. Reflections on a creative partnership. (Speaker: Bob Jeffrey, University of Exeter)

Bob Jeffrey, who worked closely with Anna Craft from the early Nineties, will reflect upon the reasons for developing creativity in education, its successes and its importance for teachers, schools and learners. The period will cover the introduction of the first National Curriculum, SATs , Ofsted inspections, Literacy and Numeracy programmes and increasing performativity in primary schools. He will provide examples of how they opened up a popular space for creativity in education in the UK and more globally which still pertains to today. He will argue that creativity in education is vital as a teaching methodology, crucial for developing learner’s own creativity and a necessary element to maintain a high profile for creativity itself, as Anna did, in order to ensure productive economies and innovatory practices. Full details
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23 November 201613:00

Video-based Classroom Research and the Development of Professional Vision in Language Teacher Education (Speaker: Professor Dr Britta Viebrock, Goethe-Universität, Frankfurt)

The purpose of my talk is to present examples of video-based classroom research as part of a large teacher education project – Linking Pedagogic Expertise through Video Enhanced Learning Scenarios (LEVEL) – carried out at the university of Frankfurt between 2015 and 2018 (and possibly beyond). The project is concerned with the development of future teachers’ professional vision, i.e. their ability to observe and interpret events and situations specific to classroom interaction on the basis of pedagogical knowledge about teaching and learning. Professional vision is understood to be an important element of a more general professional development and an indicator of teaching expertise. In my presentation I will examine the concept of professional vision in greater detail and explain how it is put into effect in the LEVEL-project. In addition, I will have a more general look at classroom videography in foreign language education, which forms the foundation of the video enhanced learning scenarios to be developed in the Level-project. By way of example, I will present data from a research project on the development of transcultural competences through literature in the foreign language classroom. Contextual information on the structure and models of (foreign language) teacher education in Germany will also be provided.. Full details
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22 November 201617:00

Seminar by Dr James Hall (University of Exeter) 'National evidence of how Sure Start Children's Centres combat disadvantage in the early years'

Evidence is drawn from the DfE-funded Evaluation of Children's Centres in England (ECCE) Project - a £3M 5-year longitudinal evaluation of 128 Sure Start Children’s Centres and 3,000 families and children (aged 1-3 years). The talk discusses the common ways that Children's Centres operate, how families tend to use them, and the benefits that can come from this engagement. Disadvantaged families benefit most, which means that austerity cuts to Children’s Centres pose a particular threat to these families. Full details
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10 November 201612:30

Professional learning in teacher centres – current and historical perspectives

In this seminar I will present a paper that I have been developing with my colleague Dr Tamar Groves, in which we undertake a comparative historical analysis of the role of teachers’ centres in England and Spain from the 1960s-1990s and explore how their distinctive approach to teachers’ professional learning might speak to current debate about a perceived crisis in teaching and teacher education. The paper is in three main parts. First, I will briefly outline the development of teachers’ centres in England and in Spain. Then I will focus on identifying what we consider to be the fundamental elements that constituted the core essence of the teachers’ centre model of teacher professional development. Finally, I will argue that in their brief historical moment, teachers’ centres had the potential to radically shape the teaching profession and that there might be scope for reinventing a refined model of teachers’ centres as part of the twenty-first century teacher re-professionalisation agenda.. Full details
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8 November 201613:00

Seminar by Dr Pallavi Banerjee (University of Exeter) "Do STEM schemes work?"

During the last decade several schemes were run to support STEM education across schools. How successful have they been? Research findings from a project addressing these questions will be shared. Journal articles from this project have now been published and can be accessed here http://socialsciences.exeter.ac.uk/education/staff/index.php?web_id=Pallavi_Amitava_Banerjee&tab=pubs&view=type. Full details
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3 November 201613:00

Supporting content and language learning through collaborative drawing (exploratory research)… (Presenters: Dr Gabriela Meier & Dr Emese Hall)

Aim 1) Outline key theories and research; Aim 2) Invite participation in a collaborative research project.. Full details
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31 October 201616:00

Researching creative intersubjectivities – a journey from language-based collaborations to embodied dialogues

Collaborative learning research generally investigates how school-based peer interaction mediates children’s intellectual development, focusing on the ‘relationship between language and thinking’ (Mercer & Littleton, 2007). There is a paucity of socio-cultural studies exploring the embodied and affective dimensions of peer collaboration, especially in creative contexts (Vass et al, 2014). My earlier work on children’s collaborative creative writing revealed the significance of the affective dimensions in the observed dialogues (Vass et al, 2014). My current research examines the links between music, body perceptions and imagination. The data document participants’ free movement improvisations and collective reflections. This enables the study of bodily imagination in vivo, as it spontaneously evolves during delicately scaffolded opportunities to experience and respond to music via improvised movement. This presentation charts my methodological journey from the study of children’s collaborative discourse towards the analysis of embodied dialogues in order to capture the nature and evolution of creative intersubjectivities.. Full details
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18 October 201617:00

Seminar by Professor Adam Dinham & Martha Shaw (Goldsmith University) "RE for Real: Towards a religiously literate curriculum"

RE for Real explored views on the purpose, content and structures of learning about religion and belief in secondary schools. The findings will be considered through the lens of religious literacy, followed by discussion of the implications of the recommendations for future policy and practice in RE and in education more widely. Full details
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17 October 201613:00

What’s up on WhatsApp?

Ameya G. Canovi was born in Brazil, but she lives in Italy. She has been an English teacher for 30 years. She is a psychologist and a PhD student. Her research area is in Psychology of education, specifically emergent emotions in classroom interactions. Ameya is visiting the University of Exeter for one month to meet with colleagues to develop her research ideas further. In this talk she will present on her current research project.. Full details
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13 October 201617:00

Academic attitudes towards becoming educational leaders

In this seminar I shall draw on my on-going doctoral research into the attitudes of academics towards taking on educational leadership roles. This research has largely been based on a case study of the University of Exeter but I hope ultimately will be of wider value to academics and institutions. In the session I shall:. Full details
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12 October 201613:00

‘Influence of an American initial teacher education program on pre-service and in-service teachers’

The primary purpose during this seminar will be to describe the research-based initial teacher education program at the University of Alabama. In addition, I will highlight some of the research I have conducted on this program with post-graduate students and colleagues.. Full details
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11 October 201613:00

Dr Phil Durrant (University of Exeter) "Growth in Grammar: A multi-dimensional analysis of student writing between five and sixteen"

Our research team is establishing a corpus of writing from English, History and Science classes produced by children from ages 5 to 16 at schools across England. We will use this corpus to try to understand how children’s language changes as they get older, what linguistic features distinguish higher- from lower-quality writing and how children at different ages shape their language use according to the disciplines and genres they are writing in. In this talk, Dr Durrant will describe the background to the study, what we already know about this area, our methods, and prospects for future work.. Full details
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12 September 201613:00

“There was probably a tear in my eye”: emotion regulation as an individual and interpersonal phenomenon

Emotion regulation (ER) refers to the control we are able to exert over our emotions and is often constructed as a skill that an individual has (or has not) to varying degrees. In medical practice, unregulated emotions impact on doctor and patient well-being. In teachers, such negative emotions (e.g. anger, frustration), increase students' negative emotional experiences. For both groups, unregulated, or inappropriately regulated, emotions can lead to lack of motivation and is associated with mood and anxiety disorders, depression and burnout. In this seminar Lynn will report on the findings from a study examining junior doctors’ emotional regulation as part of a larger GMC-funded programme of research investigating medical graduates’ preparedness for practice. Although participants narrated a range of strategies of how they personally managed work-related negative feelings, with different patterns of regulation being identified by the researchers, participants also narrated times when the wider team rallied around to help them manage their emotions during and following difficult events. Similarities and differences between how emotions are regulated within educational and clinical settings will be explored with the audience.. Full details
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6 September 201615:30

Longitudinal audio diaries in healthcare education research: What, why and how (Professor Lynn Monrouze)

Visiting academic, Professor Lynn Monrouxe (Chang Gung Memorial Hospital, Taiwan) will be leading the research tea; the theme is 'Longitudinal audio diaries in healthcare education research: What, why and how'. Full details
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3 - 5 September 2016

World Association of Lesson Studies (WALS) International Conference

We are very pleased to be hosting the World Association of Lesson Studies (WALS), its 10th Annual International Conference, at the University of Exeter, UK from September 3-5, 2016. This is the first time that the WALS conference has taken place in the UK and the second time outside Asia. Full details
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1 September 201613:00

Design-Based Research and Collective Intelligence

Visiting Scholars, Drs Tony Hall and Michael Hogan, are visiting the Centre for Teaching and Thinking Dialogue and will be presenting a seminar on Design-Based Research and Collective Intelligence on 1 September 2016. All are welcome to attend.. Full details
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14 July 201616:30

ITE Networking Event - Centre for Research in Professional Learning - ExPLAIN Network

ExPLAIN - affiliated to CRPL - is a collaborative network open to anyone interested in exploring debates and dilemmas in the current research, policy and practice of professional learning. A forum for the exchange of ideas. All colleagues involved with or with an interest in Initial Teacher Education are warmly invited to attend this networking event.. Full details
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8 July 201610:00

Making CenCSE, Moving Forward

Fran Martin, Kerry Chappell (Centre Co-ordinators) and the CenCSE group would like to invite you to the launch of this new research centre. Professor Keri Facer, from the Graduate School of Education, University of Bristol, will be keynoting, followed by structured debate around the new Centre's key themes. Full details
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5 July 201615:30

Grounded Practice: Putting the 'self' back into self-evaluation

The Centre for Research in Professional Learning are holding regular discussion sessions, known as Research Teas, throughout the 2015/16 academic year. All are welcome to attend. Full details
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9 June 201616:00

Issues impacting the motivation of Iranian university students to learn English

In this talk Shahrzad Ardavani will talk about the issues impacting the motivation of Iranian university students to learn English, and more generally, the teaching of English in Iran from the perspective of socio-economic and political development. Full details
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7 June 201615:30

Co-construction, co-design and collaboration: developing a professional learning community in schools

The Centre for Research in Professional Learning are holding regular discussion sessions, known as Research Teas, throughout the 2015/16 academic year. All our welcome to attend. Full details
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31 May 201617:00

Seminar by Professor Angela Creese (University of Birmingham) 'Using linguistic ethnography to investigate the multilingual classroom'

Linguistic ethnography (LE) studies how people make use of linguistic and other semiotic signs to constitute social processes. In this seminar paper Professor Creese illustrates how LE provides careful, rigorous and systematic methods to document the resourcefulness of translanguaging as pedagogy in the multilingual classroom. Translanguaging is a means of describing the strategic use to which people put their multilingual resources in contexts of linguistic, social, and cultural diversity. Professor Creese looks at how people draw on their biographically organised repertoires in communication in language classrooms and bilingual homes. She explores the possibility of linguistic ethnography to reveal which social practices are meaningful to participants and specifically describe how encounters between teachers and students about multilingualism in the classroom are recontextualized and revisited in the home. Overall she argues that LE offers a powerful methodological and theoretical approach to understanding how people reconcile conflicting ideologies about multilingualism.. Full details
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17 May 201613:00

Seminar by Professor Karen Mattick (University of Exeter) 'Educational interventions to improve junior doctor prescribing'

Prescribing medications is one of the most daunting responsibilities that a newly qualified doctor will take on. In this presentation, I will provide an overview of some of our research in this area, using prescribing as an example of a ‘high stakes’ decision that is made in the context of complex and fast-moving workplace environment. Research into prescribing is much needed. Prescribing errors are common, affecting 7% medication orders, 2% patient days and 50% hospital admissions. Most prescribing errors are associated with antibiotics, where there are additional layers of uncertainty, and long term as well as short term consequences of poor prescribing practice. It is clear that strategies that aim to improve knowledge and technical skills are insufficient. We need to educate doctors to work in an environment where their knowledge and skills may be negated by the numerous complex and overwhelming pressures at play can influence their prescribing behaviour, and where interventions that work in one context may not be successful in another. Full details
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9 May 201616:30

The 'Dyslexia Debate' (Professor Joe Elliott, University of Durham)

Visiting speaker, Professor Joe Elliott, will be talking about the ‘Dyslexia debate’ based on his recent book 'The Dyslexia Debate' published by Cambridge University Press. Full details
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3 May 201617:00

Seminar by Dr Kristine Black-Hawkins (University of Cambridge) 'Achievement and inclusion in Schools'

This research sets out to examine the nature of the relationship between achievement and inclusion in schools, and specifically how schools can support high levels of achievement for diverse groups of students. Four case studies of schools were undertaken, one each from Northern Ireland, Scotland, Wales and England, so as to learn from the changing policy contexts of the four countries of the UK. The presentation addresses concerns about how schools can respond to differences between learners in ways that support the learning and participation of everyone. The following key questions are considered: • What strategies do schools use to raise the achievement of all students whilst safeguarding the inclusion of others who are more vulnerable? • How can schools ensure high levels of inclusion as well as high levels of achievement for everyone? • How might research into these matters be carried out?. Full details
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3 May 201615:30

Centre for Research in Professional Learning - Research Tea

The Centre for Research in Professional Learning are holding regular discussion sessions, known as Research Teas, throughout the 2015/16 academic year. Full details
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22 March 201617:00

Seminar by Professor Tara Fenwick (University of Stirling) 'Professional responsibility and professionalism: a sociomaterial examination'

Issues of professional responsibility and professionalism are invoked frequently by concerned policy makers and a nervous public alike. In education, critical circles have grappled with the familiar disturbing representations and prescriptions that continue to circulate in the name of improving quality and responsibility. Full details
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23 February 201617:00

**CANCELLED** Seminar by Professor Victoria Carrington (University of East Anglia) 'How we live now: “I don’t think there’s such a thing as being offline'

Unfortunately this seminar has now been cancelled. We hope that we might be able to reschedule for the next season. Apologies for any inconvenience caused. Full details
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23 February 201616:00

Enjoying ethnographic writing

Bob Jeffrey has spent over 20 years researching primary school using ethnographic methods and he will show the importance of writing to qualitative research in different literary forms. The intention of the session is to show how detailed written accounts of the contexts of research brings authenticity to the readers of research findings in the way accounts are re-presented in literary forms. He will emphasise the value of the use of literary forms in the research process both in the field and when examining data some distance from the fieldwork. He will suggest that by using the imagination and creative writing skills the researcher can enhance the legitimacy and validity of their ethnographic research. There will be an opportunity for group discussion.. Full details
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22 February 201616:00

Creative Learning in the Primary School

Descriptions and analysis of creative learning is an essential check on the effectiveness of creative teaching. The documentation of creative teaching has more validity if the outcomes of it can be seen to be taken up as creative learning by pupils and students. This session will focus on ethnographic research carried out over some years on the nature of creative learning in the primary school and will show how, given a creative teaching context, young people develop creative skills and understandings. We will examine how they act in relevant creative situations, bring ownership and control to their learning practices and how innovation is developed. Some aspects of the research process will be exemplified to indicate how teachers and prospective teachers might research, identify and encourage creative learning. There will be an opportunity for group discussions.. Full details
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9 February 201613:00

Seminar by David Aldridge (Oxford Brookes University) 'Instructional triangles, belonging, and the knowledge-led curriculum'

In this paper I would like to consider the relationship between the well-known ‘instructional’ or ‘pedagogical’ triangle of teacher, student and subject matter and the hermeneutic situation.. Full details
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2 February 201615:30

Centre for Research in Professional Learning - Research Tea

The Centre for Research in Professional Learning are holding regular discussion sessions, known as Research Teas, throughout the 2015/16 academic year.. Full details
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26 January 201617:00

Seminar by Professor Michael Young (Institute of Education) 'Researching the Curriculum: from 'Knowledge of the powerful' to 'powerful knowledge’

This talk will will trace how Professor Young was led to change his approach to the curriculum from his first book Knowledge and Control to the work he has done since his book 'Bringing Knowledge Back' In was published in 2007.. Full details
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21 January 201613:00

THINK research centre seminar: Play and Learning in Finnish Education Policy and Practice

Play is a serious matter to young children across cultures. This is evidenced by the passionate, intensive, and energetic engagement many children invest in this activity. Play experiences are widely recognised to create the foundations for children’s healthy and holistic development. In Finland, children’s opportunities for play are highly regarded in the education of children under seven years old, and lately the interest towards play and playful learning have extended to the education of older children, even adults. In my talk, I will be reflecting on current international research on play and learning and how this scientific evidence is taken up in Finnish education, in its policy and practice. I will draw attention to the possibilities and thresholds, and show how play and learning is also about playing with learning. I will end my talk by considering the changing landscapes of play in the digital era and their consequences for children’s learning, educational practice and teacher professional competencies.. Full details
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11 January 201613:00

Language and Education Network Seminar - Dr Simone Smala (University of Queensland, Australia)

As a predominantly English-speaking country, Australia struggles with similar issues to the UK concerning second languages education. Student numbers are down in the classic ‘school languages,’ while societal multilingualism is tolerated without being fully embraced. As in many other countries, there seem to be two sets of opinion about bilingualism. On the one hand it is seen as a positive asset for the careers of native English speakers, but on the other, it is seen as holding back the development of immigrant children. The resulting disregard of the huge source of already existing skills was pointed out by Australian linguist Michael Clyne (2005), who saw a great untapped potential in Australia’s migrant bilingual skills. Full details
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8 December 201513:00

CANCELLED:Seminar by Dr Tamara Bibby (Institute of Education) ‘The Creative Self? School? Classroom?’

Tamara Bibby's current work – and this seminar – engages with the work of D W Winnicott and others to develop different ways of thinking about key issues at the heart of pedagogy and the desires and defences of professionals located in educational institutions; specifically omnipotence (the desire to know what is best, to know how to ‘reach’ all learners), creativity (the desire to respond to our own ideas and sense of self), compliance (the normalised expectations of behaviours and outcomes) and the use of an object (how we interact with the sometimes challenging engagements with students and curriculum).. Full details
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1 December 201517:00

CANCELLED: Seminar by Professor Ian Abrahams (University of Lincoln) 'Conceptions about international misconceptions'

Unfortunately this seminar has had to be cancelled. However, we hope to reschedule it for 2016. Full details
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19 November 201512:00

Language and Education Network seminar with Dr Salah Troudi (University of Exeter)

Critical research in language education, TESOL and applied linguistics in general has been appropriately associated with the wider philosophical framework of critical theory. The works of the ‘Frankfurt School’ with scholars such as Habermas, Horkenheimer, Adorno and Marcuse were influential in the twentieth century in setting up the main agenda of critical theory and its research which was to help establish an equitable society. This is done through a research approach that is emancipatory, seeking action and change in order to alleviate pain in society and redress forms of alienation, discrimination, injustice, exploitation and marginalisation. This research agenda is based on a general view of society and social realities as shaped by the hegemony of powerful economic and political structures, social and educational institutions and discursive practices.. Full details
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17 November 201513:00

Seminar by Dr Julia Ipgrave (University of Warwick) 'Young People's Attitudes to Religious Diversity: perspectives from across the UK'

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4 November 201517:00

Language and Education Network workshop with Yi-Mei Chen (University of Exeter)

As you may be aware that communicative approaches (CLT and TBLT) have been the focus in the area of EFL (English as a foreign language) for more than four decades, however, the approaches are still not fully understood by many EFL teachers.. Full details
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3 November 201517:00

Seminar by Dr Nigel Harwood (University of Sheffield) 'Experiencing master’s dissertation supervision: two supervisors’ perspectives'

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21 October 201517:00

Language and Education Network seminar with Steven Kurowski (University of Exeter)

Professionalism and Professionalisation of TESOL and TESOL Teachers Through Autonomy or Accountability. Full details
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20 October 201513:00

Seminar by Dr Shelia Trahar (University of Bristol) ‘The Path is made by Walking On It’: Ethical Complexities in Supervising International Doctoral Researchers Using Narrative Approaches?

‘The Path is made by Walking On It’: Ethical Complexities in Supervising International Doctoral Researchers Using Narrative Approaches?. Full details
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18 June 201513:00

The Dynamics of Non-Convergent Learning with a Conflicting Other: Internally Persuasive Discourse as a Framework for Articulating Successful Collaborative Learning

Successful collaborative learning is often conceptualized in terms of convergence, a process through which participants’ shared understanding increases. We argue and demonstrate that this conceptualization does not capture certain successful collaborative learning processes. We propose an additional conceptualization, based on Bakhtin’s (1981) dialogical theory, especially on the notion of Internally Persuasive Discourse (IPD). IPD highlights the quality of collaboration as manifested in the dialogic agency developed by discussants, regardless of whether or not their knowledge converged. Full details
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16 June 201517:00

Seminar by Dr Julia Davies (University of Sheffield) '(Im)Material girls living in (im)material worlds: identity curation through time and space'

This paper describes the role of Facebook in the lives of a group of fashion conscious trainee hairdressers living in a city in the north of England. The research looks at vernacular digital literacy practices in the lives of these Facebook friends. Following Leander and McKim (2003). Julia used a connected approach, tracing narratives as they flowed across the spaces of my friends’ lives. These women were not interested in academic reading or writing but invested time reading and writing using their smartphones. Their literacy practices were integral to their social and working lives; Facebook mediated and constituted social acts, evolving as a material reality, something to be curated (Potter, 2012) as well as a means through which they composed (Latta Kirby, 2013) their lives. The friends crafted textual identity performances which reflected and impacted how they saw themselves, their world and their place within it. The boundedness of different spaces were porous as images of bedrooms, nightclubs and bars, the salon and the college were displayed in online albums. Julia argues that this dynamic gave rise to complex interactions and relationships bringing about new ways of performing and understanding the self.. Full details
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19 May 201513:00

Seminar by Professor Jim Ryder (University of Leeds) 'Being professional: Accountability and authority in teachers’ responses to curriculum reform'

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12 May 201516:00

**WORKSHOP POSTPONED** Understanding and designing communicative activities - a workshop with Yi-Mei Chen

As you may be aware that communicative approaches (CLT and TBLT) have been the focus in the area of EFL (English as a foreign language) for more than four decades, however, the approaches are still not fully understood by many EFL teachers. Before I started studying at postgraduate school in the University of Exeter, I taught English for over 15 years in Taiwan. I enjoy using methods with communicative approaches since I received the CLT training in year 2000, provided by a teacher trainer from Macquarie University. My doctoral study investigated the implementation of communicative approaches in a Taiwanese secondary school. I offered workshops to provide a group of teachers with the input knowledge of communicative approaches and provided feedback after observing their lessons.. Full details
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5 May 201513:00

Reading, writing, talking and doing science - a seminar with Professor Paul Webb (Nelson Mandela Metropolitan University)

This talk focuses on work that has been done over the past decade to promote scientific literacy in its fundamental and derived senses in primary schools in South Africa. The strategy that was used is described and associated research findings are highlighted. While aspects of the strategy, such as reading and writing to learn science, framing a researchable question, and using argumentation writing frames will be referred to, the effects of exploratory talk, particularly in second-language teaching and learning environments, will be dealt with in greater detail.. Full details
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30 April 201517:00

Self-concept in second or foreign language reading in a higher education context

In the field of education, the self-concept has been associated with study success and with motivation, and has also recently become of significant interest in second or foreign language (L2) learning. In this talk, I will report on a mixed-methods, longitudinal study of the L2 reading self-concepts of international students taking a nine-month business pre-masters pathway programme. I will present a framework for the description of L2 reading self-concept development which shows how academic self-perceptions can be linked to personal histories, motivational processes and the situational context. Using this framework, I will describe the ways in which students’ reading self-concepts changed, were distinguished qualitatively by differing competence perceptions, and were associated with study success. I hope that the findings will provide insights into how students in international education situations experience learning to read and reading to learn simultaneously. A better understanding of these processes should enable educators to support students more effectively. Dr Carolyn Walker is Academic Director at INTO, University of Exeter. Carolyn completed the EdD in TESOL at the Graduate School of Education in 2013.. Full details
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28 April 201517:00

Seminar /Key note speech Dr Julia Gillen (Lancaster University)

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28 April 201517:00

*CANCELLED*Seminar by Professor Gill Valentine (University of Sheffield)

Unfortunately Professor Gill Valentine is unable to deliver a seminar at this time, however Dr Julia Gillen will deliver a Key Note speech/seminar for the GSE Annual Research Conference 2015 in her place. Full details
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14 - 18 April 2015

RIME (Research in Music Education) Conference

The 9th International Conference for Research in Music Education. Full details
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24 March 201513:00

'The Creative Self? School? Classroom?' - Seminar by Dr Tamara Bibby (University of London)

This seminar has been cancelled - apologies to all planning to attend. Full details
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10 March 201514:00

CREATE Workshop with Bob Jeffrey and Margo Greenwood (University of Exeter)

Qualitative researchers have to produce the descriptive data that both reflect these characteristics and provide data for analysis. In the main this involves the ethnographer writing or/and recording these descriptions in the form of fieldnotes. There are many types of fieldnotes and ways of recording them but one major aspect is the creative fieldnote. These portray, in a literary form, a description of the environment in which our respondents work and live and the part people play in managing it and influencing it. The researcher, in the case of ethnography, is the instrument through which written data is collected and they use many literary forms to construct data that reflects the lived reality of those we research. This workshop will focus on some of these imaginative and creative forms from the extensive work carried out by Bob Jeffrey over 20 years of ethnographic field work and following this Margo Greenwood will lead a discussion on the value of a reflexive voice in the construction of qualitative data. An exemplar of creative field note writing will be available prior to the session to enable a valuable discussion and can be obtained by booking a place for the session with Jo Moncur.. Full details
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5 March 201517:00

Anna Craft Memorial Lecture

We are delighted to tell you that we will be streaming the first Anna Craft Memorial Lecture delivered by Professor Sir Ken Robinson PhD to lecture theatre BC114, St Luke's Campus, University of Exeter. Details of the lecture are below. Full details
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3 March 201517:00

'Problematising 'Diversity' and 'Integration' discourses and practices: what are the alternatives?' - Seminar by Professor Floya Anthias (University of East London)

This paper proposes the need to move beyond current integration and diversity discourses (and their practices). It argues that whilst purportedly aiming to attack social divisions, on the one hand, these are underpinned by binary and essentialised constructions of these very divisions, on the other. They thereby reinforce notions of ‘us’ and ‘them’. These problems are also embodied in their failures politically which make the importance of rethinking the approaches to the incorporation of minorities urgent. In order to retain their more progressive concerns with heterogeneity and inclusion, the paper brings into focus an intersectional approach that considers the complex and irreducible nature of belonging and social hierarchy. The paper explores alternative ways of approaching the social issues involved. Readings: Moving beyond integration and diversity discourses and practices: towards an intersectional framing, Sociological Review, Vol 61: 2, May 2013 Intersections and Translocations:New paradgms for thinking about Cultural Diversity and Social Identities, European Educational Research Journal, v10 n2 p204-217 2011. Full details
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10 February 201513:00

'Re-conceptualising Validity in High Stakes Testing' - Seminar by Professor Barry O'Sullivan (British Council)

Over the past six decades we have moved from thinking about validity in terms of the test, to thinking about it in terms of the impact the test has on the individual and on society (test consequence). Recently, a swing back to a more test-focused approach has emerged. One reason for this return to a more traditional approach is the failure of assessment theoreticians to adequately deal with the concept of test consequence. This is not hugely unexpected since the its proponent (Messick) himself pulled back from his original position over the course of his writing on the subject, so that his later works take an essentially traditional view. While it has been generally accepted that test consequence
is important, the degree to which this is the case and the way in which
it might impact on test development and validation has been debated and, more
recently, challenged. Like others, my position on the topic has changed
over the past number of years, from one of rejection (i.e. seeing the concept of
‘consequential validity’ is itself as an error), to one of slightly more acceptance
(consequence is somehow important to all aspects of test development
and validation). In this presentation, I will argue that the key understanding how test consequence can be operationalised in development
and validation models is to focus on test stakeholders. By considering stakeholder groups from the
conceptualisation stage of development we can essentially building consequence into test design. We can also postulate a clear a priori and a posteriori role for consequence within the development and validation model, allowing us to view consequence as a source of validation evidence. Acknowledging the importance of stakeholder groups to test development brings with it the equally important concept of how to more appropriately communicate validation results to these audiences.. Full details
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27 January 201517:00

'Creative action: some reflctions on classroom behaviour, teachers and centralism, imposed research programmes, ...and REF games' Speaker: Professor Andrew Pollard (University of Bristol)

This seminar will explore the influence of Etzioni's compliance theory (1975) on Professor Pollard's perspectives, analyses and agency over the past four decades. Touching on the 'Social World' ethnographies, the PACE project, TLRP and the REF, he will argue that Etzioni's theory can be seen as a tool for enabling creative optimism in a variety of challenging circumstances. Anyone wishing to familiarise themselves with Etzioni's theory can find a summary attached below. PLEASE NOTE THAT THIS SEMINAR WILL NOT BE RECORDED. Full details
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20 January 201517:00

Exploring the context Putting us all in-the-picture Speaker: Jonathan Rix (Open University)

Its key components are the use of first person narrative and photographs to record a childs experience and to support reflective discussions with all those involved. This emerging observational approach is very simple to adopt but seems to offer a means of changing practitioners ways of seeing the child and their capabilities. The data and processes demonstrate the importance of understanding the child as a participant within context. This is underlined by an analysis of documentation associated with one child which took place as part of this research. It would appear that people talk about context but record the person. Full details
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9 December 201413:00

‘Back to the Future’? Curriculum Development through Pedagogical Inquiry - Speaker: Professor Vivienne Baumfield (University of Glasgow)

Professor Baumfield will focus on the assumptions made concerning the relationship between theory and practice and the contribution made by researchers, policy makers and teachers to the production of knowledge for and about teaching and learning in classrooms. The appraisal of the contemporary situation will take a historical perspective and reflect on its antecedents in the dispute between Dewey and Thorndyke in the US in the early years of the 20th century as to the scientific basis for education research and the contribution of Stones and Stenhouse in the UK in the 70’s and 80’s. The issues and their relevance for teachers and teacher educators today will be contextualized in the case of Religious Education, which by virtue of its contested position in the school curriculum stimulates a level of critical engagement productive of insight into fundamental issues of epistemic authority and democracy. Full details
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3 December 201417:00

CREATE Workshop Debate: Cultures of Encounter: How not to get steam rollered by the system and create a new one......

This workshop will raise questions for debate about if and how it is possible to engender meaningful cultures of encounter that allow for democratic education within the educational system. It will begin with short provocations from Michael Fielding, Kerry Chappell and Nick Givens drawing on research and experience of democratic schooling cultures and methods, some more radical stand-alone models, some more focused on what might be referred to as quiet revolutions from the inside.. Full details
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25 November 201417:00

Professor Ann-Marie Bathmaker (University of Birmingham) - 'Who wants to be an engineer? UTCs, vocational diversification and the experience of girls and boys from different social class backgrounds in England'

University Technical Colleges (UTCs) contribute to an increasingly complex landscape of education and training, promoted as a creative means of meeting the diverse educational needs of young people (Fuller and Unwin, 2011). UTCs respond in particular to national and international policy agendas that seek to promote participation in STEM subjects (Science, Technology, Engineering and Maths). They have been championed by the Edge Foundation as providing a ‘highly regarded’ course of study ‘with clear progression routes into higher education or further learning in work’, especially careers in technician and degree level engineering. However, as yet, we know very little about whether young people and their parents understand the different options available, how decisions to attend a UTC are made, nor whether the education offered in these new institutions enhances or conversely limits the opportunities of students who attend them. This paper draws on data from a British Academy funded project (co-investigator: Dr Nicola Ingram, University of Bath) that carried out detailed case studies in two UTCs in England. The project addressed the following core question: What impact does vocational diversification in the form of UTCs have on the decision-making and experience of boys and girls from different class backgrounds? The research used a holistic approach focusing on the whole institution in relation to the introduction and development of new educational policies. This encompassed analysis of ‘the situated, material, professional and external dimensions’ (Braun et al 2011: 585) of the schools, recognising the schools’ origins (and that of their communities), their ethos and culture, their physical environment and resources, their staff, and students as well as external influences. The paper offers an analysis of the enactment of policy (Ball et al, 2011) in the two case study institutions, and considers how these enactments may reinforce or challenge historical patterns of gender and class divisions in vocational education in England.. Full details
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24 November 201417:00

The multilingual turn and multilingual integrated curricula (Dr Gabriela Meier, University of Exeter)

This talk will present the 'multilingual turn' in languages education, and will serve as an informal book launch of a book recently published by an Exeter academic. Gaby, who is one of the editors, will provide a short overview of its contents and present one of her chapters on 'multilingual integrated curricula'.. Full details
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18 November 201417:00

Managing performative imperatives and creative teaching and learning and the implications for professional identity

For the last 24 years teachers have been managing new performativity reforms focused on more accountability, testing, target setting and inspections alongside attempts to maintain their creative teaching, particularly in primary schools. As the performative agenda and practices became embedded in the late 1990s and the early 2000s a major government programme worth over £130m developed and encouraged a creativity discourse and related programmes across the whole of the education sector. Full details
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11 November 201413:00

Disabled Children's Childhood Studies: informing research and practice? Speaker: Dr Katherine Runswick-Cole (Manchester Metropolitan University)

Disabled children's childhood studies present a paradigm shift away from the long-standing deficit discourses of disabled childhoods that have dominated Western culture and its reaches. Contemporary childhood studies have frequently contested normative, Eurocentric mantras that construct the standard child and disability studies have challenged the medical discourses of childhood and the scope of its authority. However, while drawing on these two approaches, the aim, here, is to demonstrate that disabled children's childhood studies offers more than a combined critique. Crucially, in disabled children's childhood studies, disabled children are not viewed as necessarily having problems or being problems but as having childhoods. The paper concludes by asking how the principles of disabled children's childhood studies might be reflected in contemporary contexts for research and practice with children, particularly in the light of the changes for children in England following the Children & Families Bill (2014). Full details
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4 November 201417:00

Dr Phyllis Jones (University of South Florida), Insider Perspectives: Research dilemmas and contributions to inclusive teacher education

The SEND Research Centre are pleased to welcome Dr Phyllis Jones to discuss her research on inclusive teacher education. Full details
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28 October 201417:00

'Developmental writing difficulties: assessing writing products and writing processes' Speaker: Professor Julie Dockrell (University of London)

Children with Language Learning Difficulties (LLD) are predominantly educated in mainstream classrooms. They raise challenges for teaching and learning and typically progress more slowly in literacy than their peers. Children with LLD also experience problems when producing written texts and produce texts of lower quality with fewer words and reduced lexical diversity (Connelly et al, 2012; Dockrell et al, 2007, 2009; 2013). The majority of studies of children’s writing focus on the writing product and from this make inferences about the writing process. Using a cohort of pupils with LLD I will report on a study which uses both measures of the writing product and the writing process to explore difficulties with written language. Implications for the development of models of writing and writing interventions will be explored.. Full details
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15 October 201417:00

CREATE (Creativity Research in Education AT Exeter) Research Group Seminar with Malcolm Ross

Malcolm will be up-dating the Exeter CREATE group on his model of creativity in the arts, first developed in his book Cultivating the Arts in Education and Therapy (Routledge, 2011). Since he began researching arts education in the 1960s Malcolm has concentrated on developing a theoretical pedagogy based on practice: his own and that of teachers of the creative arts in schools and colleges. His Syncretic Model brings together two traditions of creativity: one western and the other Chinese. His latest thinking sharpens the focus on the creative work of the artist, including the child as artist. The work art does takes place in the realm of knowing rather than understanding, of revelation rather than demonstration, of disclosure rather than origination. Creativity becomes a feature of the transcendent dimension of Being.. Full details
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14 October 201413:00

Seminar by Dr Esmaeel Abodallahzadeh (University of Exeter)

Prior research on the role of textual markers in reading comprehension suggests a complex picture of the relationship between textual signals and comprehension. These studies have come up with positive, neutral, and differential effects of these markers on processing and comprehension. This talk reports on how undergraduate EFL readers of English approach narrative, expository, and argumentative text types in which propositional relations have been explicitly or implicitly marked. Participants with different proficiency levels read passages of each text type in both their explicit and implicit versions. The results demonstrate significant differences between learner level, text version, and text type. Less advanced groups were found to enjoy most from the presence of such textual markers. The effect of the type of text and text structure on the comprehension of the learners on both the explicit and the implicit versions was also discovered. Further results demonstrated a consistent pattern of a text-specific hierarchy for the comprehension of conjunctive relations across learners with different proficiency levels. Finally, the results confirm the contributory effect of these markers in text comprehension. They boost our understanding of the rhetorical and cognitive nature of different text types and the positive role of logical connectors in their comprehension. Therefore, language teachers, testers, and materials developers need to further consider the relationship between textual signals and text types in devising appropriate materials and techniques to improve foreign language learners’ reading comprehension.. Full details
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8 October 201417:00

CREATE Research Group Virtual Seminar with Dr Keith Sawyer (University of North Carolina at Chapel Hill)

We are very excited to be hosting this virtual seminar, where Dr Sawyer will give a talk based on his current empirical studies of pedagogical practices in professional schools of art and design. The talk will be followed by a Q&A session. Full details
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8 July 201413:00

A multi-level approach to discourse analysis in young childrens maths talk (Dr Carol Murphy, University of Waikato)

In this seminar Carol will present the multi-level analysis approach used in her PhD on children's talk in mathematics. The aim of the study was to understand better how children exchanged meaning through peer discourse as they worked together on a mathematics task. Transcripts and video material from group sessions before and after the introduction of exploratory talk were analysed for comparison. Carol's approach was an adaptation of Rojas-Drummond and Mercer's (2003) sociocultural discourse analysis. NVivo was used to interrogate data from children's use of speech acts and from children's use of function words. Results indicated that the children were using demonstrative pronouns and adjectives more in some of the groups following the introduction of exploratory talk. The use of demonstratives was evidence of incipient exploratory talk and suggested that the children were sharing intentions through spatial deixis.. Full details
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2 July 201416:30

Seminar by Professor David Williamson Shaffer (University of Wisconsin-Madison & Game Scientist at the Wisconsin Center for Education Research)

In this talk, Professor Shaffer argues that the future of learning in the age of smart machines requires integrating new theories of cognition and culture, new approaches to curriculum design, and new modes of assessment.Professor David Williamson Shaffer is a game scientist and quantitative ethnographer, known for his work in epistemic frames, epistemic games, and epistemic network analysis.The theory of epistemic frames suggests that complex thinking is best understood not in terms of knowledge and skills, but rather as a network of knowledge, skills, values, identity, and epistemology.Based on this theory of learning, Professor Shaffer and his lab have developed virtual internshipssimulations of real-world practices such as engineering and urban planningto promote the development of epistemic frames.Data from these simulations are analyzed using Epistemic Network Analysis (ENA)- a method of quantitative ethnographic learning analytics that focuses on whether and how students link the skills, knowledge, identity, values, and epistemology of a real-world practice into a coherent way of thinking about complex problems. Full details
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26 June 201414:00

Managing performative imperatives and creative teaching and learning and the implications for professional identity

For the last 24 years teachers have been managing new performativity reforms focused on more accountability, testing, target setting and inspections alongside attempts to maintain their creative teaching, particularly in primary schools. As the performative agenda and practices became embedded in the late 1990s and the early 2000s a major government programme worth over 130m developed and encouraged a creativity discourse and related programmes across the whole of the education sector. The first part of this open session will review some of the ways primary teachers managed these two practices and the effects upon their professional work and identity based on ESRC research carried out between 2005-8. The second part of the session will provide an opportunity for those attending to discuss these findings in the light of their own current experiences in schools or in teacher education. Full details
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24 June 201410:00

Coaching and Mentoring for those interested in school: university partnerships

Education experts in the Graduate School of Education have put together a practical session looking at school based practice, widening participation, session planning and learning about differentiating lessons for all attainments. The content will be of use to anyone at a post grad level or beyond interested in school based work. This type of training can be added to the professional development section of a CV.. Full details
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20 June 2014

Thinking about a career in teaching: PGCE taster day

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17 June 201417:00

Speaker: Professor Mike Sharples (The Open University) Title: Designing Massive Open Social Learning

The FutureLearn platform has enabled over 150,000 people to learn online through courses offered by leading universities. Design of the FutureLearn platform has been guided by theories of social learning, alongside evidence of effective methods of teaching, learning and assessment. Each new feature is developed in relation to the design aims of telling powerful stories, enabling productive conversation, and celebrating progress. Consequences of this pedagogy-led design include: building courses around explicit learning steps; making learning visible through profile pages and discussions linked to each learning step; enabling users to follow other learners; designing peer review as a formative and discursive activity; and developing peer assessment based on Adaptive Comparative Judgment. All these elements must be deployed for massive-scale courses of over 10,000 participants and for learners with a wide variety of abilities, interests and types of engagement. I shall describe the pedagogy-informed design process for FutureLearn, the structure and elements of the platform and learning experience, and evidence of patterns of learning and user attitudes. Full details
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16 June 201417:00

Professor Jane Seale Inaugural Lecture: Boundary Encounters of the Interdisciplinary Kind

My research interests lie at the intersections between disability, technology and inclusion. To cross the boundaries of these different research fields I have become what Wenger (1998) called a 'broker', facilitating knowledge exchange between different disciplinary research communities. In this lecture I will share some examples of these 'boundary encounters', focusing in particular on those that have a relevance to higher education. Using examples relating to accessible e-learning and student voice I hope to illuminate both the challenges and rewards of doing interdisciplinary research. Full details
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3 June 201413:00

Speaker: Professor Matt Baillie Smith (Northumbria University) Title: International development and development education: instrumental, everyday and co-produced solidarities

This paper uses critical scholarship on solidarity to re-think recent trends in development education and global citizenship education policy and practice. I use a hopeful lens to argue that a focus on development educations capacity to mobilise new development knowledges reveals a role for it in shaping a new language and practice of international development and citizenship that moves beyond established spatial imaginaries of rich and poor. (More on the abstract is available in the attached document). Full details
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27 May 201417:00

Speaker: Professor Keith Topping (Dundee University) Title: Peer Tutoring in Reading and Mathematics in Primary School: Randomised Controlled Trials and Scaling Up

Schools were allocated a condition: cross-age vs. same-age tutoring; light vs intensive tutoring; reading vs. maths vs. reading and maths. The project lasted two years with the same children in Year 2 but generally with different teachers, so the pupils were key to carrying tutoring forward. Subsequently the University of Durham established a Maths tutoring project which intended to scale up the project (to which Keith is a consultant). Four local authorities are implementing tutoring (Medway, Worcestershire, Leeds and Durham), again over two years. Local co-ordinators are responsible for training and monitoring teachers, while the university has trained the co-ordinators. Results will be available soon! Meanwhile there is a peer tutoring page on TES Pro which has registered over 13,000 hits from teachers.. Full details
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13 May 201413:00

Speaker: Professor Agnes Kukulska Hulme (The Open University) Title: Learning activity designs for a mobile age

We consider transformational designs for learning with mobile devices, with a special focus on language learning. As partners in the EU-funded MASELTOV project (2012-14), The Open University has led the development of an incidental learning framework to guide the design of a set of mobile tools and services for informal learning in cities across the European Union. These information, learning and community building services which are being provided on smartphones will benefit newly arrived immigrants, with the aim of improving social inclusion. The process of developing the incidental learning framework has prompted reflection on many aspects of informal learning, its significance and relationship to formal education, as well as its role in shifting the focus and content of language learning. The opportunities, challenges and pitfalls of mobile-assisted incidental learning in the city will be shared in this seminar, against a backdrop of evolving mobile learning activity designs that increasingly incorporate situated learning.. Full details
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1 May 201417:00

Presentation by Professor Sarah Powell (University of Texas at Austin) on PALS and its research base

Sarah Powell is an Assistant Professor in the Department of Special Education. After teaching kindergarten, Sarah worked at Vanderbilt University as a project coordinator of grants related to word-problem solving and computation for elementary students. PALS Reading and Math were developed by researchers at Vanderbilt University, one of the leading University Departments of Education in the USA, to help teachers accommodate diverse learners and promote their academic success. International research studies provide substantial evidence that peer collaborative group work on academic tasks can help pupil learning.. Full details
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29 April 201417:00

Speaker: Professor Ron Barnett (University of London) - Title: Understanding the University

This is an important matter since, unless we have a sound and full sense as to what it is to understand the university, the university will fall short of realising its potential. Prompted particularly by the Critical Realism of Roy Bhaskar and the Hegelian-inspired thinking of Slovoj Zizek, I shall try to sketch an argument along the following lines. I want to break with any sense that the university is an institution that, as it were, lies before us, open to straightforward empirical inquiry. I even want to break with simply seeing the university as institution and the university as idea polarised (against each other). More positively, I shall argue that we should understand the university as situated on four planes, both going down into its deep structures but also rising onto planes both of its imaginary possibilities and (thence) to a growing penumbra of universals. Being a university and understanding the university, is not thereby a relativist or postmodern free-for-all.. Full details
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25 March 201413:00

Speaker: Professor Sarah-Jayne Blakemore (University College London) Title: The social brain in adolescence

Recently, neuroscience research has revolutionised our understanding of the adolescent brain. Brain imaging research has revealed that the brain develops during adolescence in terms of both its structure and how it functions. Social brain regions undergo particularly protracted development in adolescence. This research might contribute to an explanation of behaviours that are typically associated with adolescence, including risk-taking and peer influence. Full details
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11 March 201417:00

Speaker: Professor Michael Fielding (University of London) Title: Beyond Student Voice: Patterns of Partnership and the Demands of Deep Democracy

If we really believe in democracy, we need to develop schools that take seriously Francis Williams' insistence that Democracy is not only something to fight for; it is something to fight with. The student voice movement offers a promising starting point to reflect on and develop new possibilities and approaches to learning, both in its more restricted formal modes and in its broader more openly democratic senses.. Full details
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11 March 201411:00

Managing performative imperatives and creative teaching and learning and the implications for professional identity

For the last 24 years teachers have been managing new performativity reforms focused on more accountability, testing, target setting and inspections alongside attempts to maintain their creative teaching, particularly in primary schools. As the performative agenda and practices became embedded in the late 1990s and the early 2000s a major government programme worth over 130m developed and encouraged a creativity discourse and related programmes across the whole of the education sector. The first part of this open session will review some of the ways primary teachers managed these two practices and the effects upon their professional work and identity based on ESRC research carried out between 2005-8.The second part of the session will provide an opportunity for those attending to discuss these findings in the light of their own current experiences in schools or in teacher education. Full details
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25 February 201413:00

Speaker: Professor Adrian Holliday (Canterbury Christ Church University) Title: Developing an action theory for intercultural communication: evidence, applications and politics

The narratives demonstrate a level and type of evidence which is hard to collect in traditional forms of research. They show the everyday details of how people construct culture, subscribe to different discourses of culture, and represent underlying universal cultural processes which can be applied to any local or foreign setting. Some of the discourses are however prejudicial and destructive, and show how we can all fall into culture traps of the type which underpin world conflict.. Full details
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11 February 201417:00

Speaker: Professor Mark Olssen (University of Surrey) Title: Liberalism, Neoliberalism and the Global Public Good: The Consequences of Climate Change

A number of factors conspire at this juncture to derail the neoliberal settlement however. One is market failure as witnessed by the Credit Crunch and the current recession being experienced throughout Europe. Other factors such as population explosion, nuclear proliferation, terrorism and environmental catastrophe could exert even greater pressure for a reversal of the neoliberal project. Moderate or severe climate change could intensify such trends even further. Taken together, these factors could forseeably have a major impact on transforming the political and economic settlement as it has operated under neo-liberalism since the 1970s, resulting in the emergence of global political and educational structures constitutive of a new global welfare polis together with a global common good. My paper outlines the shifts in theoretical rationale and practice that might accompany such a transition. Full details
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28 January 201413:00

Speaker: Dr Paul Thompson (University of Birmingham) Title: Investigating the discourse of interdisciplinary research

In this talk I will report on the first stages of an ESRC funded project carried out at the Centre for Corpus Research, in collaboration with the publisher Elsevier, in which we investigate the discourse of a successful journal in an interdisciplinary field: Global Environmental Change. Our aims are to study the extent to which this field operates as a unified whole, the extent to which journal authors in the field broaden their messages to a multidisciplinary audience, and the extent to which each discipline in the field maintains a discrete identity. Full details
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14 January 201417:00

Speaker: Professor Jane Seale (University of Exeter) - Title: A betrayal of potential? Fighting for a place for adults with learning disabilities in 'The Digital Future

For thirty years technologies have been positioned as innovations having the potential to transform learning for people with learning disabilities. Belief in this revolutionary potential began in the 1980s when microcomputers were hailed for their ability to present stimulating visual and auditory learning materials, provide immediate feedback and adapt instruction depending on performance and record and monitor progress. As technologies have become more sophisticated; belief in their inherent potential has remained largely unaltered. But have the lives of people with learning disabilities been altered for the better and are we as a society particularly concerned about whether technology has enabled them to reach their full potential or not? By analysing what we do and do not know about both the 'digital past' and the 'digital present' of adults with learning disabilities I will consider whether adults with learning disabilities are conceived as having a legitimate place in 'The Digital Future' that we as a society imagine for ourselves. Full details
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17 December 201313:00

Exploring culturally responsive literacy education: Engaging minoritised youth in academic literacies

Dr Pirbhai-Illich will talk about her work with pre-service teachers at the University of Regina, Saskachewan, who she prepares to work in culturally responsive ways with First Nation pupils. Full details
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10 December 201313:00

Speaker: Professor Hilary Nesi (Coventry University) - Title: An evaluation of the British Academic Written English (BAWE) corpus

This paper will evaluate the corpus in terms of what it can and cannot tell us about 21st century student writing, with reference to both the existing body of research and prospects for future corpus investigation. It will also consider what researchers working on any future projects of this kind might learn from our experience of designing and creating the BAWE corpus.. Full details
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26 November 201317:00

Speaker: Dr Liam Gearon (University of Oxford) - Title: On Holy Ground

Dr Gearon will outline the theoretical framework behind his latest book. In the seminar paper Liam will review the thesis outlined, tracing the diverse epistemological grounds sought by modern religious education, including: philosophy, theology and religious education; the natural sciences and religious education; the social sciences and religious education; psychology, spirituality and religious education; phenomenology and religious education; the politics of religious education; the aesthetics of religious education. Full details
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12 November 201313:00

Speaker: Professor Liz Todd (Newcastle University) - Title: Pupil Premium: Closing the gap for disadvantaged young people?

Research carried out by BMRB-TNS (a social research agency), and Newcastle and Manchester Universities looked at how schools (primary, secondary and special) spent Pupil Premium funds (and future plans), how they decided to spend the Pupil Premium, differences in spending patterns between schools with different characteristics, and school perceptions of the impact of Pupil Premium funding so far. The seminar focuses on the findings from 30 case study schools (primary, secondary and special) across England. Case study co-authors are Liz Todd, Alan Dyson, Kirstin Kerr and Karen Laing. The BMRB-TNS survey of 1,240 schools will also be referred to. Our findings consider: the ways schools define and cater for disadvantage what they base decisions on to spend the Pupil Premium (in terms of evidence of effectiveness within their school the varied and sophisticated systems that they use to evaluate the spending. Overall we found (in contrast to some previous reports in this field) that schools responses to disadvantage are well-organised and well-conceptualised. These findings are discussed in the context of previous initiatives in the UK and in other parts of Europe. Full details
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29 October 201317:00

Dr Denes Szucs (University of Cambridge) - Title: Testing theories of developmental dyscalculia

Developmental dyscalculia (DD) is a learning difficulty thought to be specific to mathematics. Currently dominant cognitive neuroscience theories of DD suggest that DD originates from the impairment of the magnitude representation (MR) of the human brain, residing in the interparietal sulcus (IPS), or from impaired connections between number symbols and the MR. However, behavioural research offers several alternative theories for DD and neuro-imaging also suggests that impairments in DD may be linked to disruptions of other functions of the IPS than the MR. That is, besides the MR, impairment of working memory, attention, inhibition and spatial processing were also proposed to underlie DD. Read more in the abstract. Full details
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15 October 201313:00

Speaker: Dr Jean Conteh (University of Leeds) - Title: A niche interest? Making spaces for EAL in research, policy and practice

There is a growing body of - mostly small-scale - research into issues related to the experiences of EAL learners. A Google search for EAL training yields page after page of offerings from freelance consultants, local authorities, companies and so on. EAL is frequently mentioned in national policy documentation. Yet, there is still very little clarity among education professionals about what EAL precisely is, who actually comes into the category of an EAL learner and what EAL practice is really about. Bilingual learners are still commonly regarded among practitioners as having problems (Safford and Drury, 2013) and NQTs consistently, year by year, rate EAL as one of the least effective elements of their initial training, and meeting the needs of EAL learners as one of their greatest anxieties. In the seminar, I will trace the history of EAL in research, policy and practice in England and raise some issues for the future.. Full details
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25 June 201317:00

Professor Valerie Hey (University of Sussex) - The Paradoxical Academy: Between the Difficulties of the Devil and Democracy

In what Zizek, rather portentously calls a state of permanent economic emergency (2010), higher education at least in the UK, and particularly in England, has been subject to rapid disinvestment in both financial and in terms of an ideology linked to social democratic terms. Ironically in the recession, the market is now the sole or major arbiter of choice. I want to reflect on what this decoupling has done or is doing to the condition of my own production and to those I teach. Is it that the intimidations of austerity are intensifying the trend to supplant the pleasures of vocation, creativity and curiosity in those who work in the university as academics and students? Does there seems to be a default to the mundane, the obvious and the instrumental dominating desires for success so, that academic vocabularies mimic rather than interrogate the problematics of funders blue skies for grey skies (?) and students entailed in investing in their future under the consumer pays mandate, seek the impossible guarantee that the challenges of knowledge and learning engaged with their teachers, may all pay off? I draw upon some emergent evidence about this trend and what it presages. Full details
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12 June 201312:00

Professor Katherine Weare - Mindfulness in Schools

This session will focus on developing and delivering mindfulness in schools. It will be a mixture of theory and experiential exercises, with some lively practices from current mindfulness in schools programmes to ground us and give a taste of what is happening in classrooms and schools.. Full details
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11 June 201313:00

Professor Louise Archer (King's College London) - 'I like science, but I don't want to be a scientist': Understanding 10-14 year olds science and career aspirations

Research shows that age 10-14 is a critical time during which children's aspirations and ideas about science are formed. The ASPIRES project tracks children in England at ages 10, 13 and 14, via a national survey and repeat interviews with children and parents. This paper reports data from the first two phases - in Year 6 (survey with over 9,000 children; interviews with 170 parents and children) and Year 8 (survey with 5,600 pupils and follow up interviews with 85 young people). The paper discusses the complexity of children's aspirations and attitudes to science demonstrating how liking science does not simply translate into future intentions to study science. The paper outlines what contemporary young people aspire to and how aspirations are formed, with particular reference to the role of family and interactions between family habitus and capital. It discusses some of the key factors affecting children's science aspirations and the reasons why so many children learn from an early age that science is interesting ... but not for me. Implications for policy and practice are outlined. Full details
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28 May 201317:00

Professor David Pedder (University of Leicester) - Title: Values-practice dissonance in professional and organisational learning in schools

Teachers tend to learn and work in contexts of values-practice dissonance. Individually and/or collectively they may simply choose to live with the dissonance between what they do and what they value. Alternatively, conflict between values and practices can prompt teachers to re-examine their professional learning practices and/or the values they place on those practices in order to bring practices and values into closer alignment. Awareness of dissonance can result in a change-provoking disequilibrium. However, if the dissonance is too large, teachers may dismiss new ideas as inappropriate to their situations. Since the resolution of dissonance involves the reconstruction of current values, beliefs, and knowledge in ways consistent with change messages, dissonance may lead to rejection rather than adoption of new learning. At the organisational level, collective awareness of dissonance between values and practices by leaders and teachers at school can become a very powerful catalyst for school self evaluation, organisational learning and change. Feeding back values-practice gap data to schools has often acted as a powerful resource for organisational learning and school self evaluation, supporting school leadership teams develop more penetrating, critical, and reflective understandings of current patterns of practices and values among teaching staff, feeding through in some cases to school improvement planning. I will examine the theme of values-practice dissonance with reference to three research studies I have been involved in: Schools and CPD: the state of the nation study; Learning how to learn in classrooms, schools and networks; and Consulting pupils about teaching and learning. Full details
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22 May 201313:00

Professor Nick Groom - 'Let's discuss over country supper soon': Rebekah Brooks and David Cameron rural realities and rustic representations

An analysis of the notorious text message sent in 2009 by Rebekah Brooks, recently appointed Chief Executive Officer of News International (having previously edited The Sun), to David Cameron, on the eve of his speech as leader to the Conservative Party Conference. The message was disclosed during the Leveson Inquiry, and reveals assumptions and prejudices about the rural experience. Such attitudes characterize the countryside in ways that, historically, have been used to define and control the land, its use, and those who live there. The paper will consequently consider the Chipping Norton set, Coalition rural policy, and popular conceptions and misconceptions about the countryside. Full details
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14 May 201313:00

Professor Mike Baynham (University of Leeds) - Title: Risk, indexicality and scale in academic literacies

I will go on to consider notions of indexicality and scale, arguing that a comprehensive account of indexicality needs to address what I call after Zygmunt Bauman the "bringing in" of scalar meaning as well as the more conventional notion of indexicality as a pointing out from meaning to context. I will then go on to critically review the notion of genre in academic literacies, considering genre as dynamic, and historically emergent. To exemplify this dynamic approach to text and text production I will focus on the emergence of experiential writing in the social sciences, and its development in student writing, showing how it is a relatively unstabilised genre whose norms are somewhat ill-established, not always made explicit pedagogically and drawing out the consequences of this for student writers. I will show how student experiential writing typically indexes scalar phenomena concerned with particular disciplinary epistemologies in the social sciences and discuss the problems that such experiential writing may pose for students. I will conclude by drawing out implications for teaching academic writing to Masters students, arguing that it is worth making students aware of the disciplinary epistemological issues, understood as what counts as knowledge and as a knowledge claim, as they are routinely indexed in experiential writing. Full details
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10 - 11 May 2013

The SSIS Annual Postgraduate Research Conference

On Friday 10th and Saturday 11th May the SSIS Annual Postgraduate Research Conference will be held. The event will bring PGR students from across the college together to discuss their current research. Full details
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9 May 201313:30

Annual SSIS Research Methods Festival

The Annual College of Social Sciences and International Studies Research Methods Festival has been designed to complement the PGR research seminar training sessions which take place across the academic year. The event aims to introduce delegates to a range of contemporary research projects and methodological issues and to allow students further exploration and discussion of research related issues. Our keynote speaker for the event will be Professor Gaby Weiner, who will be speaking about her recently published text: Deconstructing and Reconstructing Lives. The event will end with a mock viva, which will enable students an insight into this process of examination. A drinks reception will also be held after this session. Full details
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30 April 201317:00

Associate Professor Carol Evans (University of Exeter) - Assessment and Feedback in Higher Education

The funded project is Facilitating transitions to masters-level learning improving formative assessment and feedback processes. My review is based on the systematic analysis of 460 articles on assessment feedback between 2000 -2012 and empirical evidence from my own research on implementing assessment feedback interventions. I will outline the Feedback Landscape conceptual framework that I have developed to explore the identified feedback gap that is discussed within the literature. Notions of sustainable and authentic assessment feedback will be explored along with key features of effective feedback designs and future directions for research. The session is relevant to all lecturers and students interested in developing their assessment feedback practice including feedback-seeking skills and/or interested in undertaking a systematic review. It is of high relevance to any lecturers wishing to engage in collaborative research on enhancing assessment feedback. I will outline key projects that I am developing and would be interested to hear from anyone who would be interested in collaborative cross-disciplinary ventures. Full details
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26 March 201313:00

Dr William Richardson (University of Exeter & HMC) - Independent schools in England. What are they for?

What is an independent school? What are they for? What are they against? What kind of influence do they wield? And how much of that influence affects what state-funded schools do? Is the English situation significant internationally? Among the questions to be explored in the seminar will be the role of the state in the running of schools, the nature of lobbying and influence in English schools policy, curriculum trends in the independent sector and the demographics of independent school pupils and teachers. Finally, is it the case that England's fee-paying schools have vanquished the post-war comprehensive now that all English secondary schools are on the way to becoming independent?. Full details
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13 March 201313:00

Dr Michael Buser - Beyond the Rebel Clowns: Cultural Activism and Place Making

This paper introduces a recent AHRC-supported scoping study on creative practice, activism and place-identity. During the talk I will discuss a few broad themes including some ways in which cultural activist projects challenge dominant ways of seeing and constructing social worlds and how alternative imaginaries are put forward and experienced. I am particularly interested in drawing attention to opportunities and challenges related to community development and place and will present some art/activist and intervention examples from Stokes Croft, Bristol. The presentation highlights divergent expressions of temporality, the role of participation and disappearance in activist projects and how such activism might inform contestations around urban space.. Full details
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12 March 201317:00

Professor Brahm Norwich and Dr Hazel Lawson (University of Exeter) - How teachers learn to teach pupils with SEN on PGCE programmes; findings from a recent funded research project

The project specifically compared the school based learning and outcomes of postgraduate teacher trainees on primary and secondary programmes that used different approaches (practical teaching task, pupil focussed task and no planned task other than class teaching practice) to preparing teachers for the special needs aspects of their future teaching other than class teaching practice. We will also discuss the significance of the research and ideas about future research foci. Full details
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26 February 201313:00

Dr Ann Childs (University of Oxford) - What is the role of university teacher educators in the new policy landscape for teacher education in England?

Here I will use the research in subject departments to explore what is learned, how it is learned and what facilitates and constrains this learning. One of the key motivations for this research was that secondary PGCE students in England spend two thirds of their time in subject departments and, as teacher educators, we wanted to understand the day-to-day demands and processes of learning to develop our own ITE and CPD programmes. Since this research took place the coalition government has moved rapidly to more school-led and school-based ITE and CPD. This policy direction draws on a notion of teaching as a craft learned best from experienced professionals in the context of the school and the classroom.. Full details
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12 February 201317:00

Professor Rosamond Mitchell (University of Southampton) - The social networks of Year Abroad students and their contribution to second language learning

Students undertaking residence abroad are expected to develop their language skills very substantially, but research evidence shows that this development is highly variable. This talk will report on an on-going ESRC funded project which tracked 60 students while spending their year abroad in France, Spain and Mexico. The project has documented students language development over time, and relates this to patterns of language use and the evolving social networks in which students became engaged while abroad. The talk will focus on the conceptualisation of social networks for this mobile group, and will report preliminary results on students social positioning and its relationship with aspects of language development. Full details
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29 January 201313:00

Dr Julian Sefton-Green (University of London) - The Class: disconnected learning and the social worlds of young people in the digital age

This is a report on a current research project, The Class, part of the Connected Learning Research Network funded by The MacArthur Foundation as part of its Digital Media Learning program. Working with an 'ordinary' London school, I have been following the 'learning 'networks within and beyond a single class of 13-14 year olds at home, school and elsewhere over the course of an academic year observing social interactions in and between lessons; conducting interviews with children, parents, teachers and relevant others; and mapping out-of-school engagements with digital networking technologies to reveal both patterns of use and the quality and meaning of such engagements as they shape the learning opportunities of young people. In the talk I will reflect on emerging findings to research questions. Full details
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15 January 201317:00

Seminar by Professor Ann Phoenix (University of London) - Title: Adults looking back on childhood wellbeing and language brokering

The few pieces of research done on children who are language brokers do not support such a simple story (e.g. Orellana, 2009). This paper uses accounts from a study of adults looking back on their childhood experiences of language brokering to explore children's agency & creativity in language & cultural brokering; thee ways in which childhood language brokering constitutes a social resource to families and society (and the social contexts in which language brokering arise. The paper examines how adults looking back on their experiences of language brokering consider it impacted on their wellbeing in childhood and how they feel about it and themselves as adults. Full details
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4 December 201213:00

Professor Lani Florian (University of Edinburgh) - Exploring Inclusive Pedagogy

In our conceptualisation thus far, the concept posits that the actions of the class teacher should aim to extend what is generally available in the classroom to everyone, taking account that there will be differences between learners.. Full details
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20 November 201217:00

POSTPONED - Professor David Pedder (University of Leicester) - Title: Values-practice dissonance in professional and organisational learning in schools

The title will remain the same. Full details
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6 November 201213:00

Professor Julie Allan (University of Stirling) - Dialogues with difference in the European arena

The purpose of this work, which included a Council of Europe Project, Policies and practices for socio-cultural diversity, two ministerial conferences and several high level meetings, was to try to establish dialogues relating to diversity and to stimulate decision-making (Council of Europe, 2008, 2009, 2010a & b). Full details
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23 October 201217:00

Dr Deborah Osberg (University of Exeter) - Authoritative Knowledge & the Question of the Public Role of the University: How complexity challenges our assumptions & opens alternate possibilities

In this inaugural lecture for the new Centre for HE Research, Deborah will explore the question of whether the university may still be considered to have a unique public role in society, as distinct from a purely economic role.. Full details
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9 October 201213:00

Professor Steve Higgins (University of Durham) - Exploring the potential of a multi-touch classroom to develop adaptive expertise in primary mathematics

SynergyNet, one of the final round of TLRP-TEL projects, is investigating the potential of large multi-touch surfaces in a lab classroom environment.. Full details
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26 June 201217:00

Educational Outcomes for Youth with Disabilities: Increased Expectations but Unrealised Gains

This project was to examine the role and impact of education in the lives of young people with disabilities living in poor communities in Ghana, Kenya, India and Pakistan. This presentation will draw on qualitative data gathered from interviews conducted with young people (aged 15-30), with varying levels of schooling, and their significant others (parents and elder siblings) living in India. Rich narratives collected from the field highlight the immense faith being placed in schooling to deliver the promise of a better life. However, evidence suggests that while being at school resulted in some personal benefits these were coupled with many unfulfilled expectations and even reinforced existing forms of differentiation. Full details
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18 June 201213:00

Musical Creativities in Practice (Originally to be held on 19th June)

It argues the need for conceptual expansion of musical creativities in line with the real world practices. It explores how different types of musical creativities are recognised and communicated in the practices of professional musicians including composers, improvisers, sing-a-song writers, original bands, DJs, live coders and interactive sound designers working in the music industry. Drawing on Bourdieus thinking tools, this book provides the foundation for a sociological analysis of musical creativities which is designed to transform the ways that music in education is thought about in the future. Full details
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29 May 201217:00

University - school based partnerships; networking to increase social capital

In light of this policy the seminar will look at what is already known about how teachers learn and what the knowledge base might be needed to educate teachers to work in schools in the 21st century. Using social capital theory I will discuss the key role that university education departments have in the process of educating teachers and I will draw on data from the Cambridge HEI-School based partnership network.. Full details
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15 May 201213:00

The challenges of researching digital interaction: multimodality, embodiment, time and space

Concepts of embodiment will be explored through a focus on three themes: physical manipulation through tangible technologies; context-based interaction through mobile devices; and whole-body physical action through sensor-based technologies. The challenges of researching interaction in digital multimodal environments, notably online social media and mobile environments will also be discussed with a focus on exploring how digital technologies disrupt and reconfigure concepts of time, place and space and its effect on methods of data collection and analysis within social science. Full details
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1 May 201217:00

Politics, politicians and English comprehensive schools

This paper examines the plurality of political intentions and interventions relating to the English post-war comprehensive school and considers whether the project foundered because it was too political, or, alternatively, because it was not political enough.. Full details
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20 March 201213:00

Adults looking back on childhood wellbeing and language brokering - CANCELLED AT LAST MINUTE

This paper uses accounts from a study of adults looking back on their childhood experiences of language brokering to explore children's agency & creativity in language & cultural brokering; thee ways in which childhood language brokering constitutes a social resource to families and society (and the social contexts in which language brokering arise. The paper examines how adults looking back on their experiences of language brokering consider it impacted on their wellbeing in childhood and how they feel about it and themselves as adults. Full details
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6 March 201217:00

Imagining Literacy: the Gremlin, the Matrix and other Triumphal Tales

I will discuss the ways in which the semiotic resources of metaphor, visual images, number and testimonial narratives are combined to produce powerful imaginaries that circulate widely in the media, government and popular discourse. These are used to advocate for and justify policy interventions into citizens lives while obscuring the powerful co-ordinating role of literacy in the relations of ruling.. Full details
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21 February 201213:00

Taking Stock of Argument: Examining Research Trends in Argumentation in Science Education with Implications for Professional Development

Despite decades of educational reform, even graduates of science programmes are typically unable to provide reasons, evidence and justification to some of their claims about the natural world.Recordedtalkavailable on the intranet. Full details
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7 February 201217:00

CANCELLED - The social networks of Year Abroad students and their contribution to second language learning

This talk will report on an ongoing ESRC funded project which is tracking 60 students while spending their year abroad in France, Spain and Mexico. The project is documenting students language development over time, and will seek to relate this to patterns of language use and the evolving social networks in which students become engaged while abroad. The talk will focus on the conceptualisation of social networks for this mobile group, and will report preliminary results on students social positioning. Full details
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24 January 201213:00

Super-diversity and social class: The view from interaction

In the study of race, ethnicity and class, small-scale social interaction is seen as increasingly important. Full details
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17 January 201217:00

The Art of Listening

Our culture is one that speaks rather than listens. From reality TV to political rallies, there is a clamour to be heard, to narrate, and to receive attention. It reduces 'reality' to revelation and voyeurism. The paper argues that this way of life is having severe and damaging consequences in a world that is increasingly globalized and interconnected. It addresses the question: how can we listen more carefully? Social and cultural theory is combined with real stories from the experiences of the desperate stowaways who hide in the undercarriages of jet planes in order to seek asylum, to the young working-class people who use tattooing to commemorate a lost love. The Art of Listening shows how sociology is in a unique position to record 'life passed in living' and to listen to complex experiences with humility and ethical care, providing a resource to understand the contemporary world while pointing to the possibility of a different kind of future. Full details
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6 December 201113:00

Developments in Critical Disability Studies: Implications for Inclusive Education

I have been trying recently to articulate what could be meant by a critical disability studies approach. My recent book (Disability Studies: an interdisciplinary introduction, Sage 2011) and a forthcoming paper (with Helen Meekosha, Critical disability studies: A review essay, for Critical Sociology), account for this emerging trans-disciplinary space through reference to a number of emerging insights including theorizing through materialism; bodies that matter; inter/transectionality; Global disability studies and self and other.. Full details
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22 November 201117:00

Poetry teaching in New Zealand and UK secondary schools

This seminar presentation draws on research in progress that investigates to what extent poetry taught in secondary schools in New Zealand and the UK is: prescribed by national curriculum and assessment criteria; flexibly interpreted by examination boards. It primarily concentrates on data collected in New Zealand in 2011 to explore how teachers working in schools in one city are able to respond to contextual factors and what choices they (and their students) can make about poems they read, write, listen to and perform in their classrooms. In investigating these factors and contexts, the research endeavours to move beyond national boundaries to inform international debates about poetry pedagogy and poetrys location within curriculum frameworks and diverse cultural contexts. (This seminar was not recorded). Full details
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8 November 201113:00

Lesson Study works and what it offers: lessons from the Lesson Study MLD project

Moderate learning difficulties (MLD) has been a neglected area of research and development in Special Needs Education partly because of its contested nature and loose formulation. The project Raising Levels of Achievement through Lesson Development for pupils with Moderate Learning Difficulties aims to improve the learning experiences and opportunities of pupils with MLD to enhance their educational achievements and to develop pedagogic strategies, programmes and materials for wider use in secondary schools based on the Lesson Study. The Lesson Study methodology is a collaborative approach for teachers to assess, evaluate and plan a sequence of lessons that focuses on the learning of one to two focus pupils in this case those identified as having MLD. We report findings at around half way point of the project, which, in addition to outlining the main principles of Lesson Study, throw some light on the MLD category as well as the impact of the Lesson Study process on participating teachers in terms of their reported teaching efficacy, attitudes to inclusion and pedagogic strategies developed for teaching pupils with MLD at Key Stage 3.. Full details
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25 October 201117:00

What has morality to do with Religious Education?

The aim of this paper is to provide a positive case for increasing the role and importance of religious morality within the subject of religious education in British schools. Full details
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11 October 201113:00

Exploring the use of styles in educational instruction and assessment

In the session I will provide an overview of styles research (cognitive styles, learning styles and approaches to learning). I will highlight and examine key debates and issues in the development and application of styles research with reference to key concepts within the field such as a hierarchy of styles (Kozhevnikov, 2007); a styles profile (Evans & Waring 2009) and the matching hypothesis (Mayer, 2011). The importance of the detailed mapping of styles constructs to other individual learning differences, locating styles research within cognitive psychology will also be discussed (Moskvina and Kozhevnikov, 2011). Full details
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