News and Events

Here you will find details of recent developments and forthcoming events.

Launch of Lesson Study Network

The Graduate School of Education has launched a new Lesson Study Network which aims to promote understanding about lesson study and related practices (learning studies) in their contexts and across varied phases of education.  To find out more about the network visit the Lesson Study Network website.

 

ESRC funded research - DfE-Inclusion & the academisation of English secondary schools: trends in the placement of pupils with significant SEN & those permanently excluded

 Centre member Alison Black is leading on this project which aims to analyse a national dataset (the National Pupil Database) about pupils and schools to explore the routes some vulnerable pupils take through secondary schools. The project team (Alison Black, Alexey Bessudnov and Brahm Norwich) are interested in comparing trends over time (2003-2015) with a focus on: pupils with SEN that enter at year 7 and exit during later years; and all pupils permanently excluded from secondary schools.  Please visit the project website for further information.


The SEND Centre will be hosting Professor Andrew Martin (University of New South Wales) in January 2018.  Andrew has kindly agreed to give a seminar to the SEND centre.  The timing of the seminar is yet to be confirmed.

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

Abstract: Following social-cognitive theory (SCT), the first part of this presentation outlines a large-scale study that investigated the role of self-efficacy, control, and relational support in the achievement (literacy, numeracy) of academically ‘typical’ students and their academically ‘at-risk’ peers (with attention-deficit/hyperactivity disorder; ADHD) located in the same classrooms and schools. A sample of N=4658 ‘typical’ students and N=164 ‘at-risk’ students diagnosed with ADHD participated in this study. Findings showed a distinct pattern of relationships between the three SCT factors and achievement outcomes for the students with ADHD. The second part of the presentation reports on another classroom-based study, presenting preliminary findings from a population-based study of over 50,000 students with or without ADHD. The study examined classroom-level effects of psycho-stimulant medication on long-term achievement outcomes. Taken together, results outlined in this presentation hold implications for theory, research, and practice identifying factors and processes important to develop and maintain positive outcomes for the diversity of ‘typical’ and ‘at-risk’ students who reside in today’s classroom.

Biogrpahical Note: Andrew Martin, PhD, is Scientia Professor, Professor of Educational Psychology, and Co-Chair of the Educational Psychology Research Group in the School of Education at the University of New South Wales, Australia specializing in motivation, engagement, achievement, and quantitative research methods. He is also Honorary Research Fellow in the Department of Education at the University of Oxford, Honorary Professor in the School of Education and Social Work at the University of Sydney, Fellow of the American Psychological Association, Fellow of the American Educational Research Association, Fellow of the Academy of the Social Sciences in Australia, and President of the International Association of Applied Psychology’s Division 5 Educational and School Psychology. Based on sole and first authorships, Andrew placed 1st in the most recent International Rankings of the Most Published Educational Psychologists (Source: Table 2, Greenbaum et al., Educational Psychology Review, 2016; and 8th in absolute output, Table 1). He is Associate Editor of British Journal of Educational Psychology, Associate Editor of School Psychology International, Consulting Editor for Educational Psychology, and serves on numerous international and national Editorial Boards (Journal of Educational Psychology; Educational Psychologist; Contemporary Educational Psychology; Learning and Individual Differences; Educational and Developmental Psychologist; Journal of Psychologists and Counsellors in Schools).

 

Andrew will also be presenting as part of the GSE Research Seminar Series on Tuesday 16th January 2018.    Please see the event listing below for further details.

The centre holds regular meetings throughout the academic year. It is a forum for us to discuss, present and examine ideas, practices and research. Typically meetings, have had students present their research ideas and findings, staff present their research, analysis of interesting papers and have outside speakers talk about their research. The Centre is central to the flourishing of research in our field in GSE. We expect all doctoral students to participate in all sessions and sometimes to present their research.

Please see the events listing below for event information.

WhenDescriptionLocationAudienceAdd to your calendar
15 January 2018

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
Baring Court 202Academic staff and studentsAdd this to your calendar
16 January 2018

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
BC112Academic staff, students, teachers and other professionalsAdd this to your calendar
16 January 2018

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
Baring Court 114Academic staff, students, teachers and other professionalsAdd this to your calendar
12 February 2018

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
Baring Court 202Academic staff and doctoral studentsAdd this to your calendar
12 March 2018

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
Baring Court 202Academic staff and doctoral studentsAdd this to your calendar
30 April 2018

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
Baring Court 202Academic staff and doctoral studentsAdd this to your calendar
21 May 2018

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
Baring Court 202Academic staff and doctoral studentsAdd this to your calendar
25 June 2018

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
Baring Court 202Academic staff and doctoral studentsAdd this to your calendar