This Year’s Conference Papers Oct 2010 - Sept 2011

CfLaT

For further information:

Research Centre for Learning and Teaching School of Education, Communication and Language Sciences King George VI Building Newcastle University Newcastle upon Tyne NE1 7RU 0191 222 6943

Clark, J. (2011) ' Using Diamond Ranking activi-ties as a visual methods research tool' BERA Visual Methods Seminar, April 8th 2011, The Baltic, Newcastle upon Tyne.

Clark, J. and Laing, K. (2011) The involvement of young people in research within the criminal justice area – what do we know and what do we need to find out? British Society of Criminology Conference, July 3-6, University of Northumbria, Newcastle upon Tyne, UK.

Dolan, P. Crawley, E. Leat, D. and Mitra, S. (2011) Nine year old pupils‟ progression in their use of websites in enquiry based learning and curriculum. ECER, 12-15 Sept 2011, Berlin.

Dyson, A., Laing, K. and Todd, L. (2011) „Extended schools in England: a ten year experiment‟ ECER, 12-15 Sept 2011, Ber-lin.

Hopkins, P. and Todd, L. (2011) „Student activ-ism on the university campus: responses to changes in higher education funding in England‟ Political Geography and Sexuality and Space Specialty Groups Pre-Conference, April 10-11, 2011 University of Washington Tacoma

Jackson, E,. Huddart, T., Robson, S. (2011)Staff Perceptions of Internationalisation Austra-lian International Education Conference, Adelaide Convention Centre, Australia, 11-14 Oct 2011.

Leat, D. Crawley, E. Wall, K. Dolan, P. And Mitra, S. (2011) Using observation and pupil feedback to develop a SOLEs (Self Organised Learning Environments) curricu-lum.ECER, 12-15 Sept 2011, Berlin.

Lofthouse, R. (2011) KEYNOTE: Developing coaching for teaching and learning: tools to turn the promise into practice. North West Masters in Teaching and Learning (MTL) Conference, University of Chester, 12 July 2011.

Lofthouse,R., Hall,E., and Stewart,J. (2011)Teachers talking: coaching and mentoring in professional development British Educa-tional Research Association conference, Sept 2011, London.

Lowing, K. (2010) Ane Instructioun for Bairnis to be Learnit in Scottis: a co-constructive participatory study of Scots Language and Literature use for social inclusion in the

secondary classroom. Scottish Education Research Association conference, Nov 2010, Stirling.

Lowing, K. (2011) „Observation on Observing: University Tutors‟ Observations of their Student Teachers‟ Teaching‟ ECER, 12-15 Sept 2011, Berlin.

Powell, B. And Gibbs, S. (2011) „Teacher effi-cacy, beliefs and classroom behaviour‟ British Psychological Society, DECP Confer-ence, 13th January 2011, London.

Redpath, R., Hopkins, P. and Todd, L. (2011) „Unjust Geographies? A response to the Browne Review and the future of UK Higher Education‟, RGS-IBG Annual Inter-national Conference, 31 Aug - 2 Sept 2011 London.

Robson, S. (2010) KEYNOTE: : Academic Devel-opment for internationalization. INCONSYM Conference, Symbiosis University, Pune, India. Oct. 14-15 2010

Robson, S. (2011) KEYNOTE: „Teaching Interna-tional Students‟ Conference, June 2011, HEA/CICIN/CAPRI, University of Warwick

Robson, S. Leat, D., Lofthouse, R. Feedback or feed forward? Supporting international postgraduate students through effective assessment to enhance future learning. Teaching International Students Confer-ence, 17 June 2011, HEA/CICIN/CAPRI, University of Warwick

Robson, S. , Wall, K. and Lofthouse, R. (2010) 'Raising the esteem of educational re-search and practice knowledge in a re-search-led University'. European Associa-tion for Practitioner Research on Improving Learning Conference, 24-26 November 2010,Lisbon, Portugal.

Tiplady, L. and Wall, K. (2011) How do senior leaders of schools in a practitioner enquiry network perceive their role in establishing a culture of lifelong learning? British Edu-cational Research Association conference, Sept 2011, London.

Todd, L. (2011) Symposium: „Educational Psy-chologists working in Video Interaction Guidance: new possibilities for creative relationship work‟ at the British Psycho-logical Society, DECP Conference, Doing it Differently: changes in EP practice and service delivery, 13 January 2011, London.

Todd, L. (2011) „Full service and extended‟ schools: a European response to the chal-lenges of urban education?‟ ECER sympo-sium ECER, 12-15 Sept 2011, Berlin.

Todd, L. and Hopkins, P. (2011) „Marginalisation of youth voice and the challenge to exclusion from advanced education: youth protest and resistance‟ ECER, 12-15 Sept 2011, Berlin.

Towler, C. (2011) Comparing Good and Poor Comprehenders‟ Explanations of Text Con-tent Mediated by Descriptive and Depictive Representations.ECER, 12-15 Sept 2011, Berlin.

Towler, C., Lofthouse, R. and Leat, D. (2011)Comparing coaches‟ and senior managers‟ perceptions of how peer coaching interacts with performance management. British Educational Research Association confer-ence, Sept 2011, London.

Wall, K., Thomas, U., Hall, E. and Higgins, S. “This is My Kind of Network”: beyond age, stage and subject groupings for developing innovative professional learning. ECER, 12-15 Sept 2011, Berlin.

Wall, K., Gascoigne, L., Hall, E. and Higgins, S What Does Learning Look Like? Using car-toon story boards to investigate student perceptions of learning something new. ECER, 12-15 Sept 2011, Berlin.

Woolner, P., Clark, J. and Thomas, U. (2011) „Using visual and spatial activities to sup-port school staff and students in thinking about learning in a changed space‟ Paper presented at 2nd International Visual Methods Conference, 13-15 Sept, 2011 at The Open University.

Woolner P., McCarter, S., Wall, K. and Higgins, S. (2011) Changed Learning Through Changed Space. When can a Participatory Approach to the Learning Environment Challenge Preconceptions and Alter Prac-tice? American Education Research Asso-ciation Annual Meeting, 8-12 April 2011, New Orleans, Louisiana.

Woolner P., Wall, K., Hall, E. and Towler, C. (2010) 'What is learning? Views of ideal and institutional learning held by HE, FE and school teachers engaged in practitioner enquiry' . European Association for Practi-tioner Research on Improving Learning Conference, 24-26 November 2010,Lisbon.

CfLaT Headlines We say goodbye to Research Associates Ian Hall and Colleen Cummings. Colleen has moved on to train as an early years teacher. Also goodbye and good luck to Teaching Fel-low Mairin Hennebry who has become a lec-turer at Edinburgh University. CfLaT’s research secretary, Vivienne has got married and is now Vivienne Sturgiss (email Vivienne.Sturgiss@ncl.ac.uk) Paul Dolan continues to explore and develop the pedagogical implications of the iLAB:Learn technology. His work in collabo-ration with local teacher Emma Crawley resulted in a paper at the ECER conference in Berlin (see inside). Liz Todd’s book about Video interaction Guidance (VIG) was launched in September:

NEWSLETTER

Teaching Schools Announced

This September sees the first seven primary and secondary schools in the North East with the new Teaching School status. Congratulations to Hurworth School, Darlington, St Thomas More Catholic School, Gateshead, St John Vianney RC Primary and Holy Trinity CE Primary (shared), Hartle-pool, Sacred Heart High School, Newcastle, Shiremoor Primary School, North Tyne-side, Whitley Bay High School, North Tyneside and Harton Technology College, South Tyneside. Several of these schools have strong links to Newcastle University through initial teacher education, CPD and practitioner research. CfLaT looks forward to extending these working relationships to help further develop teaching and learning and oppor-tunities for staff development. For further information contact: Rachel.Lofthouse@ncl.ac.uk

September 2011 Issue 10

TEACHING SCHOOLS 1

BUILDINGS CONFERENCE 1

GATTEGNO SEMINARS 1

PROF ANN BRIGGS 2

In this issue:

EQUATE 2

PRACTITIONER ENQUIRY 3

SOCIAL INNOVATION 3

Two seminars on October 18th

CONFERENCE PAPERS 4

CFLAT AT ECER 2

SCHOOL BUILDINGS CONFERENCE

BUILDS INTERDISCIPLINARY

UNDERSTANDING

The CfLaT one-day interdisciplinary conference, School Buildings: achieving pro-ductive relationships between school settings and educational activities, took place in July 2011. The speakers and facilitators were practitioners and researchers with ideas about how education and environment can be mutually sup-portive. The conference centred on genuinely interdisciplinary in-teraction. Delegates met people from differing backgrounds and heard speakers with differing per-spectives. They experienced a range of workshops and group ac-tivities to facilitate interdisciplinary collaboration about the issues raised from the various disciplines and per-spectives. For more information, see our webpage http://www.ncl.ac.uk/cflat/news/schoolbuildings2011.htm.

Educationalist Guy Claxton debating with architect Peter Blundell Jones

Kennedy, H., Landor, M., and Todd, L. (Eds) (2011) Video Interaction Guidance: a relationship-based intervention to promote attunement, empathy and well-being. Lon-don: Jessica Kingsley Publishers.

CfLAT presents two seminars of interest to educationalists, teachers and linguists based on the work of Caleb Gattegno (1911-1988).

„Subordinating Teaching to Learning‟: the theories of Caleb Gattegno 2:30 – 4pm 18th October 2011 Room 2.20 Research Beehive – Old Library Building

Gattegno‟s „Silent Way‟ approach to Language Teaching 5pm – 6:30 pm 18th Oc-tober 2011 Room G21/22 Devonshire Building

The seminar presenters, Roslyn Young and Piers Messum, are authors of a study of Caleb Gattegno. For more information contact David.Wright@ncl.ac.uk

Two years ago CfLaT colleague Ann Briggs retired to New Zealand and has just sent an update. “Like all forms of progress”, she reflects, “Settling in happens in fits and starts, and with some backward steps, but I‟m starting to feel one of the local community, and in a small way the national one.” She has been National Secretary for NZEALS (NZ Educational Leadership) for about 8 months now. Working by telephone confer-ence, email and skype with other members of the National Council has brought her closer to NZ colleagues in universities, schools and early years settings. The NZEALS conference is biennial, and at the 2012 one she will be meeting up with col-leagues - in contrast to the 2010 one where practically everyone was a stranger. Leadership development work with the local schools has been progressing, which gives Ann a professional „niche‟ in the town. Over the NZ winter, she has been co-editing the third edition of Research Methods in Educa-tional Leadership and Management. It‟s due for publication next April or May and in-cludes some chapters from Newcastle col-leagues. Next year, Ann has been invited to be NZEALS Visiting Scholar, which means that she gets chance to visit the branches all over the country to do workshops and semi-nars. “I‟m really looking forward to that, and Dave and the dogs will be the support team in the campervan!” she says.

CfLaT in Berlin for ECER In September, the half of CfLaT that wasn’t at the British Education Re-search Conference flocked to Berlin en masse for the European Conference for Education Research (ECER). Here Paul Dolan, Teaching Fellow and Re-searcher in CfLaT, reflects on the ex-perience. Amid rumours that Carl Towler was already in Berlin „living it up‟, David Leat, Karen Laing, Emma Crawley of St Aidan‟s Primary School and myself arrived ready to present papers and attempt some GCSE German. Liz Todd arrived independently to chair, present, network and race the U-Bahn on her bike. Elaine Hall and Kate Wall (quickly termed „The Hall and Wall Show‟) were also in attendance to present and contribute good company. Karen Lowing appeared mid-week to present and offer unrepeat-able anecdotes. This was my first European conference, so I shook off my jaded colleagues‟ concerns

and highlighted as many symposia as I could in the Yellow Pages-width conference book. Despite the U-Bahn challenge and early starts, I managed to listen to a good amount of interesting research and calm my worries about presenting at the end of the week. David, Emma and I presented two papers on Self Organised Learning Environments that went down well and each generated the most interest in the symposia they be-longed to. Taking a paper, a PowerPoint and a real life teacher seemed to be a good combination. It was a useful experience to receive some criticism as well as interest in our research. In the moments between presenting, at-tending other papers and commuting, most of us got to see a bit of Berlin. We were impressed by the food, people and archi-tecture. I felt very fortunate to be in atten-dance and will look forward to the next ECER.

EQUATE in second year (and in Lisbon)

The successful EQUATE project ran for a second year through 2010-11 with new recruits. Meanwhile some old hands disseminated results at the EAPRIL conference in Portugal. A professional development initiative, EQUATE is delivered by a project team from CfLaT. The EQUATE initiative involves col-laboration with colleagues who have been identified as existing or potential teaching champions across the faculties. The EQUATE approach privileges the impor-tance of enquiry in professional learning and provides a focus for conversations centred on metacognition, and thinking about learn-ing in both micro (classroom and discipline) contexts and macro (university-wide and

higher education) contexts. Participants in the initiative are supported by the project team to identify enquiry ques-tions and conduct case study research in their disciplinary contexts. Ongoing dialogue with the project team and colleagues from other disciplines and services encourages participants to examine their epistemological beliefs and decisions about practice. It was findings from this dialogue that formed the basis for the papers presented at the Euro-pean Association for Practitioner Research on Improving Learning Conference, in Lisbon (see conference papers on page 4 for de-tails). For more information ontact: Sue.Robson@ncl.ac.uk

SETTLING IN DOWN

UNDER:

PROF ANN BRIGGS

BUMPER CROP OF PRACTITIONER RESEARCH

RESEARCH TEA TIMETABLE (Autumn 2011)

What is it this…? wondered Prof Liz Todd as she attended a 3-day meeting of 400 academics, social entrepreneurs, business people, managers and policy makers from all over Europe. It is associated with the movers and shakers such as Geoff Mulgan, of Demos and Nesta and the previous cabinet office. It relates to new responses to pressing social demands by means which affect the process of social interactions. It is aimed at empowering peo-ple, improving well-being and driving change. One of the buzz phrases of the 3 days was „social in means and ends‟. What it is about, is finding new solutions, social solu-tions, to today‟s social, political, economic

and technological challenges. These might be new ideas, turning things on their heads, or going back to old ways in a new context. Anyone biding for EU funds in the future is likely to have to take account of „social inno-vation‟. You can find a current report on this area form the EU: h t t p : / / e c . e u r o p a . e u / b e p a / p d f /publications_pdf/social_innovation.pdf We would like to hear from YOU! We would like to hear about ideas from North East teachers, social workers, academics, educa-tional psychologists and any other practitio-ner, policy maker or manger – about social innovations. Get in touch with Liz.Todd@ncl.ac.uk

CONTRIBUTORS

WANTED!

Learning and Teaching Update is our monthly Newsletter pub-lished by Op-timus Publishing. Each issue includes news, updates on policy and re-search, fund raising initiatives and case study articles high-lighting good prac-tice in teaching and learning. We are currently looking for contri-butions for future issues. For more information contact Ulrike: U.Thomas@ncl.ac.uk

Social innovation…. ???

Research teas aim to provide an informal forum for discursive examination of emerging research themes and concepts. Tea and cakes will be available from 3pm in the Centre base with the session officially beginning at 3.15.

Wednesday 21st September - David Butler, Eleanor Farrington and Tom Whittle: creative thinking, art practice, theory and education Wednesday 12th October - Pam Woolner and Keith Pattison: photography and par-ticipatory research in school Wednesday 16th November - Meng Fan: International Students‟ Perceptions, Prac-tices and Identities of Peer Assessment in the British University: A Case Study

Dates for the Spring Term: 18th January 2012, 22nd February 2012 and 21st March 2012

Further information about the research teas can be gained from Lucy Tiplady (Lucy.Tiplady@ncl.ac.uk) or from the Centre website (www.ncl.ac.uk/cflat/news/teas). You could even volunteer to contribute one yourself!!

In July, Elaine Hall became the newest PhD in CfLaT. Big congratulations. Elaine's doctor-ate was a PhD by publication, in which a body of published work in journals is linked to-gether with a commentary, in this case on the theme of teachers' learning and enquiry in partnership with the university The after-noon was made more interesting by a fero-cious thunderstorm while everyone was in the marquee afterwards. One of the catering staff demonstrated great thinking skills by using his broom to attend to the bulging puddles on the marquee roof.

Dr Hall will see you now...

Each September brings a vivid reminder of the wealth, depth and value of the practitioner research undertaken by teachers and school leaders here in the north-east through completion of their M.Ed dissertations. CfLaT members play a key part in supervis-ing this work, which often either builds on or fosters fruitful school-university research relationships. We have 60 new dissertations due for submission and a similar number of students meeting up with their supervisors for the first time to get started on the year-long research process. These dissertations illustrate the wide-ranging professional and academic interests held by local teachers and pursued and developed through practitioner research. A library of the best dissertations

is kept by the resource centre here in ECLS and a database has now been created which allows current students easy access to the resource. Examples of dissertations com-pleted during 2010-11 include those related to pedagogy and curriculum (group work, enquiry, thinking skills and assessment for learning are popular themes); staff develop-ment and leadership (such as coaching, school improvement, and reflective practice); and those associated to inclusion (for exam-ple related gender, behaviour, SEN, diversity and transition). For more information about the M.Ed in Practitioner Enquiry see http://www.ncl.ac.uk/ecls/postgrad/taught/practitioner.htm or email Rachel.Lofthouse@ncl.ac.uk