2016 Doctoral Conference Graduate School of Education University of Bristol

31
May 1 June

2016 Doctoral
Conference
Graduate School of Education

University of Bristol
Transforming Research in Education
University of Bristol 2016 GSOE Doctoral Conference
Table of Contents

Welcome Message ...................................................................................................................................... 3
Acknowledgements .................................................................................................................................... 4
Keynote Speakers and Addresses ................................................................................................................ 5
Day 1 Tuesday May 31st 2016 ................................................................................................................... 7
Session 1: Educational Systems (Room 2.26) ...................................................................................................... 7
1. School Processes in Rural Mexico: CONAFE ................................................................................................ 7
2. The Brazilian Education System: A Path Full of Ups and Downs ................................................................. 7
3. An Exploratory Study of Context Realities and Stakeholders Perceptions: Given Student-centred
Recommendations in Nigerian Secondary Schools. ........................................................................................ 8
Session 2: ESOL Research (Room 1.21) ................................................................................................................ 8
1. Curriculum Prescription and Teacher Identity ............................................................................................ 8
2. How my Action Research was Conducted in Assisting Taiwanese English Teachers in Transforming their
Teaching Approaches ...................................................................................................................................... 9
3. An Investigation into Experienced EFL Teachers Selection and Use of Grammar Teaching Techniques:
A Belief Perspective ......................................................................................................................................... 9
Session 3: Challenges in Research Methods (Room 1.20) ................................................................................. 10
1. Getting Lost Along the Way? Some Challenges and Emerging Solutions in the Holistic Analysis of
Qualitative Data. ........................................................................................................................................... 10
2. How Flexible can a Research Design be and who Decides? ...................................................................... 10
3. Knowledge of and Attitude Towards Multimodality: Correlations, Influence and Predictions Based
upon Teaching Experiences and Age ............................................................................................................. 11
Session 4: Technology (Room 2.26) ................................................................................................................... 11
1. Learning by Researching: the Challenges of Using Assemblage Ethnography in a Study about
Information and Communication Technology (ICT) in Education. ................................................................ 11
2. Bridging the Intergenerational Gap Using Technology to Learn about Bristol .......................................... 12
3. Research through Engagement ................................................................................................................. 12
Session 5: Engagement and Learning (Room 1.20) ........................................................................................... 13
1. Influence of Learner Identity on Classroom Learning Engagement: Using a Freirean Popular Education
Approach to Support Low-Engaging Year Eight Pupils .................................................................................. 13
2. Self-control and Grit in School-age Children ............................................................................................. 13
3. Equality, Trust and Student Agency: a Multi-method Study of Quaker Schooling .................................... 14
Session 6: Research Roundtable (Room 1.21) ................................................................................................... 14
Session 7: International Students in the UK (Room 2.26) ................................................................................. 14
1. Lived Experiences of Adapting to a UK University's Pedagogic System ..................................................... 14
2. Integrating the Teaching of Logic and Coherence to International Students ............................................ 15
3. EU/International Doctoral Students' Psychological Wellbeing during their Cross-cultural Transition in
the UK ............................................................................................................................................................ 15
Session 8: Higher Education Research (Room 1.20) .......................................................................................... 16
1. Cultural Political Economy of Mercosurs Higher Education Sectoral Project ........................................... 16
2. Service Learning: Challenging, and Challenged by, the Academy ............................................................. 16
3. Chinese Students Perceptions of, and Responses to Teacher Written Feedback in the UK Higher
Education ....................................................................................................................................................... 17
Session 9: By the Fireplace Life after the PhD: Securing a Post-doc Fellowship and Roles within the
University (Room 1.21) ...................................................................................................................................... 17
1
Poster Session 1 ................................................................................................................................................. 18

1. Online Exploratory Talk for Writing ....................................................................................................... 18
2. Korean students' knowledge creation through digital technologies and digital media ........................ 18
3. Older adults and the use of digital technologies in everyday practice .................................................. 19
4. Teachers perceptions of teaching thinking skills in the lens of Computational thinking framework ... 19
Poster Session 2 ................................................................................................................................................. 20
1. How Can We Contribute to Improving Basic Mathematics Education in St. Lucia? .............................. 20
2. The Use of Creative Drama for Teaching Thinking Skills to Children with Moderate Learning
Difficulties (MLD) ........................................................................................................................................... 20
3. Implementing a Multicultural Curriculum in the Primary School Classroom: A Narrative Inquiry ........ 20
4. How can reflective and collaborative strategies improve the impact and process of your research? .. 21
Day 2 Wednesday June 1st 2016 .............................................................................................................. 22
Session 10: Neuroscience and Education (Room 1.20) ...................................................................................... 22
1. Latin American Teachers' Perception of Brain Function ........................................................................... 22
2. Bridge the Gap: Challenges in Research in Neuroscience and Education ............................................... 22
Session 11: Multicultural Education (Room 2.26) ............................................................................................. 23
1. South Korean Students' National Identity and Perceptions towards Migrants and its Implications on
Korean Multicultural Education .................................................................................................................... 23
2. Cultural Issues in Higher Education: Lessons to Learn from Researching Omani Undergraduate
Students Cultural Universalities and Peculiarities ........................................................................................ 23
Session 12: Innovative Teaching: Pushing the Boundaries (Room 1.21) ........................................................... 24
1. The ELF Method: how the ELT classroom can imitate the real-world ELF context .................................... 24
2. Exploring Mathematics Examples from a Teacher and Student Perspective ............................................ 24
Session 13: Comparative Education (Room 2.26) .............................................................................................. 24
1. Debt and Desire after Graduation ............................................................................................................. 24
2. Teachers and Students Attitudes Toward Disruptive Behaviour and Disciplinary Styles: A Comparative
Analysis of England and Nigeria .................................................................................................................... 25
Session 14: Changing Perspectives (Room: 1.21) .............................................................................................. 25
1. A Holistic Academic Model for Professional Development towards Lecturers at the Technological
University of San Juan del Rio ....................................................................................................................... 25
2. Journeys from the Worst School in Britain to University: A Fight for the Oppressed Past .................... 26
Session 15: Workshop Writing to Publish (Room 1.20) .................................................................................. 26
Session 16: Teacher Development (Room 2.26) ................................................................................................ 27
1. Professional Learning Communities in Chilean Schools: Local realities of Teachers Collaboration. ........ 27
2. Investigating Early Career Science Teachers Experience of Subject Knowledge Development ............... 27
Session 17: Creativity in Education (Room 1.20) ............................................................................................... 28
1. Exploring the Place of Poetry in Education ............................................................................................... 28
2. Engaging Children in Research by Growing a Whale in their School Playing Field .................................. 28
Session 18: By the Fireplace Getting the Most out of your Supervision (Room: 1.21) .................................... 29
Conference Programme ............................................................................................................................ 30
Poster Sessions ......................................................................................................................................... 34

Welcome Message

Dear Doctoral Conference Delegate,
Welcome to the 2016 Doctoral Student Conference held here at the Graduate School of Education,
University of Bristol. This is an annual event which goes from strength to strength each year and as PhD
programme director, I am delighted to see how the doctoral conference develops in exciting new ways each
year.
This year the theme is Transforming Research in Education and the programme again looks very innovative
and engaging. We are lucky to have four leading academics who have agreed to be keynote speakers.
However, the main aim is to provide a platform for current doctoral researchers, from Bristol and SWDTC
partner institutions Bath and Exeter and elsewhere, to present their ongoing work in an enjoyable and
supportive context. This is an important event for the Graduate School of Education and we extend best
wishes to all presenters, and particular thanks to the organisers for their hard work and creative ideas in
making these two days possible.
We hope you are able to capitalise on these opportunities to learn from others and to develop your
confidence in sharing your research ideas. The networking that such events facilitate is of course very
valuable in its own right, as is the chance to enjoy some socialising and spending time in the beautiful city of
Bristol!
Unfortunately, this year I will be away teaching in Hong Kong when the conference is held and so I cant be
with you. However, I am sending you all my best wishes for another successful and stimulating conference.
Very best wishes

Dr Sue Timmis
Director PhD Programme
Graduate School of Education
Acknowledgements

On behalf of the Doctoral Conference Committee, we warmly welcome you to our conference at the
Graduate School of Education, University of Bristol. This years conference is themed Transforming Research
in Education, and will provide an open, friendly and thought-provoking environment for graduate students
to present and discuss their ongoing research in education and other related social sciences.
Firstly, we extend a very special thank you to our keynote speakers for accepting our invitation and
reflecting on the main challenges of the research process: Dr Peter Etchells, Debbie Watson, Jane Seale and
Professor Alis Oancea. We would also like to thank all the Graduate School of Education academic staff for
their invaluable participation in both the workshop and the By the Fireplace sessions: Professors Justin
Dillon and Ros Sutherland, Drs Shelley McKeown Jones, Amanda Williams, George Leckie and Jo Rose.
We would also like to thank the individuals whose administrative and managerial support have assisted us
throughout the whole organisational process: Dr. Sue Timmis for her sage and pertinent contributions, Liz
Roberts for her practical and level-headed support, Duncan Coutts for his IT expertise and, last but certainly
not least, Mark Davey from the Alumni Foundation, for his help with our funding application and, of
course, the Foundation themselves, whose generous donation have helped make this event possible.
Finally, no conference would be complete without the presenters and participants themselves. Your interest
in and contributions to the programme are most greatly appreciated we extend our warmest thanks to all
of you.
We do hope you enjoy the conference and find it stimulating, and enjoy your stay with us here in Bristol.
Best wishes,
The University of Bristol Doctoral Conference Committee

Core Committee
Duygu Cavdar, Sian Ephgrave, Carolina Gordillo, Mike Nandu, Jane Nebe, Zibah Nwako,
Paola Ramirez, Pooneh Roney, James Sumner

Supporting Committee
Aliandra Barlete, Merve Demiralp, Myrna Escalona Sibaja, Dini Jiang, Abi'odun Oyewole
Keynote Speakers and Addresses

Dr Peter Etchells, Bath Spa University
Title of keynote address: How to Build your Profile as a Researcher*
About Peter
Dr Peter Etchells is a senior lecturer in biological psychology at Bath Spa University,
and an award-winning science writer. He coordinates the Guardian's science blog
network, where he also writes the psychology blog Head Quarters. He writes
regularly about video game research, open science, and nonsense science that crops
up in the media.
http://www.theguardian.com/profile/pete-etchells
http://www.bathspa.ac.uk/our-people/p.etchells

Dr Debbie Watson, University of Bristol

Title of keynote address: Creative and Arts-based Research Methods with
Children: Challenges and Opportunities*
About Debbie
Debbie is a Reader in Childhood Studies and Director for the PhD/ MPhil Research Programmes in the
School for Policy Studies. Her research interests include child and family poverty and wellbeing, life story
work and object importance for adopted children and the role of arts based and creative methods in coproduced and participatory research with children and families.
http://www.bristol.ac.uk/sps/people/debbie-l-watson/index.html
Professor Alis Oancea, University of Oxford

Title of keynote address: The Impacts of Impact: on the Rise of
Impact in Research Policy and Governance

About Alis
Professor Alis Oancea is Pro-Proctor at the University of Oxford, Associate
Professor in the Philosophy of Education, and, from next term, Director for
Research at the Oxford University Department of Education. She has
learned about the challenges and rewards of the doctoral journey not only from her own two PhDs, but
most importantly from her fantastic doctoral students, who have become accomplished professionals while
remaining firm friends. Her research addresses questions about research policy and governance, including
research impact, quality, assessment and public discourses about research, as well as philosophical
questions about research methodology. In her writing, she has challenged divisive interpretations of
research methodologies and of research governance and conceptually underdeveloped metrics for research,
while arguing for the importance of a tight relationship between philosophical, theoretical and empirical
inquiry in the social sciences and the humanities. Books include "Introduction to Research Methods in
Education" (Sage), "Assessing Quality in Applied and Practice-Based Research" (Routledge), and 'Education
for All' (Routledge). Her most recent publications are "The ecologies and economy of cultural value from
research" (2015) and "The aims and claims of educational research" (2016).
http://www.education.ox.ac.uk/about-us/directory/alis-oancea/

Dr Jane Seale, the Open University
Title of keynote address: Can Inclusive Methods Transform
Educational Research: Opportunities and Challenges?*
About Jane
Jane Seale is a Professor of Education in the Faculty of Education and
Language Studies at the Open University. Janes teaching and research interests lie at the intersections
between disability, technology and inclusion. Her work focuses in particular on the role that technologies
play in the lives of people with learning disabilities and the factors that influence or sustain the digital
exclusion of disabled learners. Her recent work has also focused on how the inclusive practices of teachers
and support workers might be enhanced through the development of 'positive risk taking'. Jane has
developed a national and international profile in the field through key roles such as President of the
Association for Learning Technology (2006-7) and Digital Inclusion consultant to the ESRC funded
Technology Enhanced Learning (TEL) Programme in the UK (2009-2012).
Janes methodological interest is the development and evaluation of participatory research methods that
promote voice and empowerment for disabled research partners. Jane has recently completed a research
study entitled Towards equal and active citizenship: pushing the boundaries of participatory research with
people with learning disabilities. Between 2007 and 2010 Jane was Co-Director of the ESRC National Centre
for Research Methods. She has recently served on the REF 2014 Education panel in the UK which had the
responsibility for assessing the quality of educational research conducted in UK universities.

*These sessions will be audio recorded

Day 1 Tuesday May 31st 2016

Session 1: Educational Systems (Room 2.26)
1. School Processes in Rural Mexico: CONAFE
Rosa Maria Cruz Avendano, University of Southampton

States located in the southwest of Mexico have historically shown the lowest attainment and achievement
levels in the country. Low pupil performance and high dropout levels in basic education mainly correlated to
the low socioeconomic status (SES) and other socio-cultural factors characteristic of such settings. Closing
the achievement gap existing between the schools and subsystems (e.g. rural and indigenous schools)
catering the very low income population has been suggested as one stepping stones towards closing the gap
between low income and high income pupils in the country. However, very little is known about the school
processes that take place in rural schools and the contextual factors that are influencing such processes and
therefore, student outcomes.

This study aims to disclose some of the school processes that are taking place in multi-grade schools catered
by the National Council for Promoting Education (CONAFE) in small rural populations in the state of Oaxaca,
Mexico. We are aiming to contribute to School Effectiveness Research (SER) and School Improvement fields
conducted in Mexico by exploring school processes that can provide evidence of the most important factors
influencing student outcomes in such settings.

2. The Brazilian Education System: A Path Full of Ups and Downs

Georgia Sobreira dos Santos Ca, University of Bristol

The building of the Brazilian education system has been a complex historical movement. Several education
policy reforms have been continuously implemented since the 1930s when the industrialization process
started in the country. This presentation will focus on the Brazilian education system and its main features
considering recent changes in education policy. It aims to offer an overview of the Brazilian education its
organization and structure underlining some challenges in schooling provision, especially concerning the
basic education level. Recent research findings related to education policy in Brazil will anchor the contents
of the presentation; such research, guided by a dialectical approach, was based on theoretical studies and
document/data analysis.

The argument is organized in three moments: first, the influence of the colonialist legacy on the education
system; second, the main governments attempts to build a national education system, including the most
recent measures; and, finally, two controversial issues regarding the education funding and the
establishment of public-private partnerships. Despite the national efforts to improve basic education, the
strong influence of market regulations on the system outcomes has been an obstacle for overcoming
education problems.

3. An Exploratory Study of Context Realities and Stakeholders Perceptions: Given Studentcentred Recommendations in Nigerian Secondary Schools.
Abi'odun Oyewole, University of Bristol

My doctoral research explores recent attempts to introduce student-centred instruction to secondary
school classrooms in Nigeria. The conduct of this research was informed by the advised need to be critical of
learner-centred policy transfer to developing countries (Guthrie, 1986). Especially in view of the many and
persistent reports of implementation failures in developing countries (Schweisfurth, 2011). Secondly, the
argument that cultural and contextual differences have significant influence on the implementation of
learner-centred education reform, has maintained its credibility over the years (Guthrie et al., 2015;
O'Donoghue, 1994; OSullivan, 2004).

The aim of this presentation is to highlight assumptions and gaps in the process of recommending and
introducing learner-centred reform in my country. The presentation will focus on the use of a qualitative
research design to address questions about context realities and perspectives of those involved, especially
teachers and students. The research findings will also be reported with an account of the inferences drawn
from the key themes. My hope is that my research can challenge widespread notions about instructional
practice in Nigerian secondary schools and question the trending appeal of learner-centred reform, within
the context. Perhaps this attempt to change perspectives can then transform educational practice in my
country.

Session 2: ESOL Research (Room 1.21)

1. Curriculum Prescription and Teacher Identity
Fawziya Hamdan Al Zadjali, Leeds Beckett Univeristy

The question of the influence of teacher professional identity on their daily practice (Beijaard et al, 2004)
has been widely researched and observed in education including the field of TESOL with researchers such as
Nias (1989); Connelly and Clandinin (1999); Goh et al (2005) and Blignaut, (2008) provide evidence that
teacher values and beliefs play an essential role in how they do their work. However, there is little research
that examined the relationship between curriculum prescription and the development of teacher
professional identity. This qualitative and interpretive research aims to address this issue by filling in this
gap and researching the impact of curriculum prescription on the development of non-native English
language teacher professional identity in Oman. Specifically, in this paper, I will be looking at teacher beliefs
about themselves as teachers and their beliefs about the prescribed curriculum they teach, in order to show
the kind of impact this curriculum can have on teacher professional identity. I will discuss teacher beliefs
and values about themselves, and compare them against their practice, in order to reveal the previously less
researched connections between curriculum prescription and teacher professional identity. Based on my
findings I argue that curriculum prescription does not necessarily help teachers see the full picture of the
learning-teaching process, rather their vision becomes quite narrow and focused only on their daily practice
represented by their learners and teaching. In conclusion, this research, by closely examining the impact of
curriculum prescription on the development of teacher professional identity sheds new light on considering
this type of curriculum for teachers in contexts with only one national curriculum and presents a model for
curriculum that promotes the growth of teacher professional identity. This paper presents specific
implication for policy and practice in relation to teacher education and curriculum design and development.

2. How my Action Research was Conducted in Assisting Taiwanese English Teachers in

Transforming their Teaching Approaches
Yi-Mei Chen, University of Exeter

The impacts of globalisation have led to educational reforms worldwide. To enhance national
competitiveness, many countries where English is taught as a foreign (EFL) or second language (ESL), one
after another have reviewed their curriculum, and embrace communicative approaches as the central pillar
of government rhetoric. This is perhaps due to the compelling nature of their underlying principles. The
main principle is to learn communication through communication. However, few successful cases of their
implementation have been reported at school level in EFL contexts. Traditional pedagogies, such as the
grammar-translation and Audio-lingual methods, are questioned as to whether they have the potential to
developing learners L2 proficiency. They are still dominant in certain EFL contexts, including Taiwan, and
may be responsible for unsatisfactory teaching results in such contexts. Clearly there is a gap between
government rhetoric, theory and teachers practice.
Convinced by their compelling underlying principles, and speaking from my own experience of using them, I
believe that communicative approaches are essential for EFL learners. Therefore, my study aimed to solve
the problems in a Taiwanese secondary school. Teacher learning is a complex process which may involve
teachers beliefs and knowledge. It is unlikely that significant changes would take place in their pedagogical
practice after teachers have been simply introduced to an approach; several steps should be taken to help
teachers develop knowledge about new approaches and then refine their practice. Thus, it is necessary to
set up a teacher development programme to assist teachers with this development. Employing action
research was helpful to investigate how this programme could assist teachers, since improvements could be
made progressively during several reflective cycles.
In this presentation, I will report on how the spiral process in the action research cycles led the teachers to
conceptualise their practitioner knowledge of developing context-sensitive communicative approaches and
their implementation.
3. An Investigation into Experienced EFL Teachers Selection and Use of Grammar Teaching
Techniques: A Belief Perspective
Anna Csernus, University of Bath

Teacher cognition in grammar teaching has been widely researched in the last few decades. A significant
number of studies have been conducted on teachers beliefs and their overall approach to grammar
teaching. The impact of experiential, cognitive and contextual factors on teachers grammar teaching
practices has also received some attention. However, teachers choice and use of pedagogical techniques in
grammar teaching seems to be an under-explored area within teacher cognition research and, therefore,
requires further research in a range of contexts and from different perspectives. The present study sets out
to investigate the relationship between teachers grammar teaching beliefs and their selection and use of
pedagogical techniques, with particular attention to the bidirectional relationship between beliefs and
practice. As I am in the process of collecting data the aim of this presentation is to discuss 1) how piloting
the study helped to prepare for my data collection and 2) challenges (both practical and ethical) that I am
facing with during data collection.

Session 3: Challenges in Research Methods (Room 1.20)

1. Getting Lost Along the Way? Some Challenges and Emerging Solutions in the Holistic Analysis
of Qualitative Data.
Paulina Ruiz, University of Bristol

A common feature of ethnographic research is that it includes the use of different data collection methods
over a fairly lengthy (Hammersley, 2006:4) period of time. Therefore, it is expected that at the end of the
data collection process the researcher will have obtained a considerable amount of original data from a
range of different techniques, such as interviews, observations and artefacts.
It follows that, having to handle such a significant amount of data is one of the biggest challenges involves in
this kind of research since it entails making sense of it, not getting lost in the analysis process. Further,
despite the existence of an extensive methodology literature that provides varied ways to handle and
analyse qualitative data, there is little on how to deal with ethnographic data from different sources in a
holistic way.
This presentation will discuss this challenge in light of an ongoing data analysis process from my research on
Chilean teenagers digital practices at school. This is a 4-month ethnographic case study research in two
schools that used varied data collection methods: participant observations, individual and group interviews
with teachers and students, artefacts, students diaries, and student-collected online data.
The presentation will show the progress made so far in the data analysis process. It will focus on the process
of selecting and adjusting analysis techniques provided by the literature on the field (e.g. critical events
analysis, data condensation) in order to answer the research questions and suit the logic followed during
fieldwork.
2. How Flexible can a Research Design be and who Decides?

Steven Peters, University of Bristol

This paper explores decision-making roles in research design when researchers and participants are viewed
as co-researchers. It stems from original empirical research conducted as part of a MSc in Educational
Research at the GSoE, University of Bristol in 2009, looking at teacher learning.

The impetus to reflect on my initial approach came in response to a question from the floor at a
professional association (BALEAP) conference in November 2014 and a subsequent article written for the
IATEFL ELT Research newsletter (Peters, forthcoming).

Had I allowed for participants to be involved in data analysis in the research process and if not why not,
considering I had gone to some length to implement a design incorporating participant decision-making and
interpretation? Negotiation of responsibility was designed into data collection, interview protocols and
participant validation. Similarly, approaches in educational research have attempted to redress imbalances
of power between people working with data. These include work on cultural context (Shah, 2004), teacher
voice (Atkinson and Rosiek, 2009), multilingualism and the role of interpreters (Andrews, 2013), and teacher
learning (Mann, 2011).

There may be scope for increasing engagement in research by teachers by sharing roles more fluidly. It is
within a theoretical framework drawing on Hacking's distinction between ideas and things (1999, 2003) in
order to bridge constructivist and critical realist understandings that it is suggested here that researcher and
participant roles can be negotiated in a manner consistent with this framework. Furthermore, the need to
10
go beyond the common understandings of the everyday context (Pike, 1954) alongside training in data
analysis pointed in this project to greater levels of responsibility for this researcher, while benefits may
follow if we invest in enabling others in these endeavours.

This paper argues that while lines need not be drawn permanently in any given research project, there is
however a strong case for transparent reporting. Audiences can then decide for themselves whether such
power boundaries are drawn or negotiated for the right reasons for all involved.

3. Knowledge of and Attitude Towards Multimodality: Correlations, Influence and Predictions

Based upon Teaching Experiences and Age
Henry Nicholas, University of Exeter
The study examined teachers knowledge of and attitude towards multimodality based upon their teaching
experiences and age, as well as the overall prediction of knowledge from their attitude, experiences and age.
Analyses of responses from 30 KS2 teachers teaching writing revealed that teaching experiences and age did
not contribute significantly to knowledge and attitude while attitude predicted significant portions of
variance on knowledge. Pearson product-moment correlation coefficient indicated negative correlation
between teaching experiences and attitude. The post-hoc tests from a one-way between-groups analysis of
variance did not provide significant comparison between age groups on attitude. A two-way betweengroups analysis of variance stated no significant difference between age groups and knowledge upon
attitude. Multiple regression analysis provided significant influence of attitude upon knowledge after
controlling for experiences.

Session 4: Technology (Room 2.26)

1. Learning by Researching: the Challenges of Using Assemblage Ethnography in a Study about
Information and Communication Technology (ICT) in Education.
Paula Lameu, University of Birmingham
The purpose of this presentation is to talk about the experience of using assemblage ethnography (Youdell,
2015; Youdell and McGimpsey, 2015) as a research approach to investigate the use of Information and
Communication Technology in Primary, Secondary and Post-secondary education in the United Kingdom.
Assemblage ethnography is an approach that has been developed by Professor Deborah Youdell and Dr. Ian
McGimpsey. Using ethnographic methods, the focus of the observation is not only the human participants,
but the assemblage in which the unit of the study takes place. By assemblage it is meant wholes constituted
by independent parts that together are coherent: individuals, objects, practices, relations, events and any
other thing, human/inhuman, that may act as a component of the educational process. Regarding the
present research, ICT is the main component of the assemblage, but other components will also be
observed as policies, media, institutions, charities, events as symposiums.
The question raised is How does the use of ICT in education affect pedagogical processes and the identity of
participants and is affected by them - if each of them is part of the same assemblage and equally vital? It
is presupposed that ICT has an immanent vitality that orients the human components to act. A case study
has been developed to answer this question, examining Primary, Secondary and Post-secondary education
in Birmingham. The obstacles and challenges faced during the process will be discussed, as well the choices
and decisions that had to be made while dealing with field work, theory and writing.

11
2. Bridging the Intergenerational Gap Using Technology to Learn about Bristol

Diana Erandi Barrera Moreno, University of Bristol

In light of rapid sociotechnical change and increasingly ageing societies we are seeing widening divides
between generations. It has been argued that technological development is partly to blame for these
divides. However, that argument stems from a simplistic point of view. In the context of ageing societies and
sociotechnical advancements there is a need to explore whether, how and in what ways we might make the
best use of digital resources to encourage intergenerational activities, relations and understandings, which
might in turn, generate more promising intergenerational futures and a more reflexive society. This study
enquires into the processes of creating intergenerational spaces mediated by technology with older (60+)
and younger (under 21) people living in Bristol. I propose to co-create with people a digital version of their
oral histories to sustain the archive of an existing interactive online mapping tool (Map your Bristol). I will
use the framework of Communities of Practice to study the possibilities of enabling intergenerational
encounters, relations and understandings. Having carried out an exploratory pilot I see the substantial
potential of further investigating this topic. Based on the findings of this pilot I will attempt to include
peoples voices as much as possible following an Action Research design. The data collected through
observations, focus groups and the creation of digital stories will be analysed using thematic and narrative
analysis.
3. Research through Engagement

Amanda Ramsay, University of Bristol

Research through engagement - a one year community placement looking into changes in local government
and the planning system, which were significantly overhauled by the Localism Act (2011); what can the
concept of social capital tell us about planning under localism, in relation to Knowle West Future (KWF), a
local neighbourhood planning forum in south Bristol?
This is part of the broader Productive Margins: regulating for engagement research project, concerned with
questions of co-production, regulation and engagement; a collaboration between research teams in the
University of Bristol and Cardiff University with expertise in law, arts, humanities and the social sciences,
working alongside community organisations and social enterprises in Bristol and post-industrial South Wales.
As such, I am examining the literature around building social capital in community group settings, using
online community technology tools, including social networking sites (SNS); digital platforms were used in
my launch work with KWF, which I set-up and ran as their Communications Officer, because such technology
tools have the potential to build new relationships and broaden the reach of networks for collective change
(Boyd and Ellison, 2007).
During the process of analysing the data, I will use my field notes and reflections written whilst in the field
to write an autoethnographic piece (Ellis, 1995) to describe and systematically analyse my time in the field
as the KWF Communications Officer. This approach treats research as a political, socially-just and sociallyconscious act (Ellis, 1995) and aims to help understand the cultural experience; to help me understand my
own complex position in KWF and this will form part of my thesis. I want to think about my journey in terms
of 'praxis' - given that I was embedded in the practice rather than the theory.

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Session 5: Engagement and Learning (Room 1.20)

1. Influence of Learner Identity on Classroom Learning Engagement: Using a Freirean Popular
Education Approach to Support Low-Engaging Year Eight Pupils
Reuben Shekwonyadu Katai, University of Bristol
The study looks at year eight pupils classroom learning engagement, exploring the relationship between
pupils construction of their identities as learners and levels of engagement in classroom learning. It works
towards a theoretical model of learner identity classroom learning engagement, based on data from three
phases of research with pupils of an academy in Bristol, and their teachers. The study also seeks to identify
the main influences framing pupils sense of themselves as learners, and is followed by a trial intervention
programme.
The first phase of the project involved interactive questionnaire completion by pupils and their teachers
using quantitative and qualitative methods. The subsequent phase was interventionist, using Freirean
popular education methods within a critical theory framework to help lower-engaging pupils construct more
learning-empowering identities. It featured video-recorded group work and creative modelling activities
with pupils and support staff. The final phase of the project tracked participants development through
interviews.
Whilst the data collected is still being analysed, the project represents an interesting intersection of two
ordinarily parallel educational streams popular and traditional or mainstream, both historically viable in
educating various groups. It adapts to a school setup Freirean popular education methods originally used
to galvanize literacy in a context of Latin American socio-political revolution. The study fuses popular
education theory with current research and policy discourse about the role, significance and effects of
support staff in British schools; particularly with respect to effects on pupils construction of their identities
as learners. The study therefore pursues a better understanding of the concept of pupils learner identities
as affects classroom learning, the potential for alternative spaces within schools than the classroom for
classroom-impacting autonomy-enhancing support work, and a potential addition to the repertoire of tools
and methods that support workers have to work with.
2. Self-control and Grit in School-age Children

Pooneh Roney, University of Bristol

Gaining a deeper understanding of why some learners are more successful than others academically holds
the promise of greater opportunities for all learners. Whilst the role of aptitude and cognitive skills in
academic performance has long been established (Finn et al., 2014; Welsh, Nix, Blair, Bierman, & Nelson,
2010), less is known about character skills, such as self-control and grit (Duckworth & Yeager, 2015, p.
240).
Research has highlighted the importance of character skills, in affecting labour market outcomes, social
behaviour and health (Farkas, 2003, Heckman et al., 2006, Heckman, 2013). There are vast individual
differences in the stamina to pursue long-term goals and in the ability to delay gratification (Duckworth,
Peterson, Matthews, & Kelly, 2007; Duckworth & Seligman, 2005). These individual differences can account
for some of the variance in success outcomes and may explain underachievement.
The aim of the current research is to enhance the understanding of the contribution of self-control and grit
to success outcomes in different domains and to explore the relationship of cognitive skills with self-control
and grit for individual learners.
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Three studies will be conducted to address the aims of this investigation. Studies 1 and 2 will explore the
possible relationship of cognitive skills with self-control and grit, using quantitative methods. In study 3,
mixed methods will be used to build a more comprehensive picture of self-control and grit in specific
domains. This study will explore both within participant, as well as between participant differences in selfcontrol and grit.
3. Equality, Trust and Student Agency: a Multi-method Study of Quaker Schooling

Nigel Newton, University of Bristol

Schools are multifaceted organisations, comprising complex people, engaged in diverse activities with
multiple aims and priorities (Bryk et al., 2010). How one student responds to their school environment
often differs significantly from how others do. Identifying and isolating the ways a school environment
affects a students learning, as opposed to other factors external to the school, is problematic (Houtte &
Maele, 2011).
However, school culture does exist. Different schools create different expectations and behavioural norms,
create different hierarchies of values and engage in distinct social, artistic and academic activities. It is not
unreasonable to hypothesise that students experiences within these different cultures will affect the ways
they learn (MacNeil et al., 2009)?
Mixed methods research was carried out in several Quaker schools within the UK. Although different, each
participating school shared a common set of values based on Quakerism. Adopting an exploratory
methodology, the research sought to find data which would allow significant aspects of the schools culture,
which may affect student learning, to be examined. These factors emerged using an iterative heuristic,
where triangulation of evidence formed part of the process of verifying findings.
Findings include identification of shared values within participating schools and significant statistical
relationships between some of these values and students self-reported approaches to learning. Two
sources of qualitative data provided a means to elaborate the meanings of these relationships.
Potential impacts from this research for further investigation into school culture and its relationship to
learning will be offered.
Session 6: Research Roundtable (Room 1.21)

This roundtable will focus on teachers-as-researchers as part of the Transforming Research in Education
agenda. It will be of interest to anyone involved with participatory action research or collaborative projects;
those working with teachers or in schools; and anyone who wishes to find out more about front-line
practitioners' views and experiences of educational research. There will also be a focus on English and
Maths and on the use of arts-based methods of inquiry. There will be presentations from current and
former teachers who are also involved in educational research, all of whom will be sharing their own ideas
on this topic. As such, it promises to offer a very stimulating and engaging debate.
Session 7: International Students in the UK (Room 2.26)

1. Lived Experiences of Adapting to a UK University's Pedagogic System
Jane Nebe, University of Bristol
Nigerian students are the largest African population of international students at both the undergraduate
and postgraduate levels of study in the United Kingdom (UK). When they make cross-cultural transitions for
international study, they may encounter pedagogic practices that are different from their previous academic
experiences, especially when there are pronounced dissimilarities in the social and historical contexts of
14
these encounters. In a Qualitative research which adopted descriptive phenomenology, the lived
experiences of six Nigerian students studying for a Masters degree in a UK university indicates that the
pedagogic practices they encountered in their UK University was mostly novel in terms of the teaching
methods, classroom engagement requirement, independent learning expectations and demands for
criticality in reading and writing. Consequently, these students had to promptly adapt in ways that would
enable them maximise the learning opportunities in the new pedagogic system. However, the students
major challenge in adapting to the UK Universitys system revolved around the self-regulation of their
learning. Self-regulation encompasses the processes required for students to take personal responsibility for
their learning. This paper highlights the different ways through which these students navigated the
challenges associated with self-regulation in order to successfully adapt to their UK Universitys pedagogic
system.

2. Integrating the Teaching of Logic and Coherence to International Students

Abby Ping Wang, University of York
International students, particularly those from non-Western culture backgrounds, often receive feedback
highlighting inconsistencies, incoherence, and inappropriate descriptive language in their writing from the
British Higher Education (HE) community. Although reasons behind this are quite clear, how to teach and
involve students in the rectification of these issues is an arguable topic. In this study, I argue that it is
necessary to introduce a themed course in parallel with subject teaching, in order to generate the greatest
benefits of British education system for our oversea students.
76 PG Chinese Mandarin speakers were recruited after they had just arrived at two British universities. They
were divided into two equal numbered groups according to their language proficiencies; one at a lower level
(IELTS score 3-5) and the other at a higher level (IELTS score 5-6.5). A customised 3-month teaching
intervention was designed and delivered based on pilot results, focusing on the introduction of awarenessraising measures with regard to the differences between culture and rhetoric style and the construction of
coherence. Pre-writing, post-writing and after-study interview, including c-test, Stroop effect, writing
assessment technology such as TSA (Topical Structure Analysis), were used to measure learning effect and
teaching influences. Both quantitative and qualitative data have been applied. Results show that
participants who experienced this customised teaching process have to a large degree shown an
improvement in academic writing, and consequently have enhanced self-confidence about encountering the
British academic world.
This study provides education policy makers and practitioners with an alternative teaching approach. If
introduced into the current teaching system, it may reciprocally benefit both international students and
British HE community.
3. EU/International Doctoral Students' Psychological Wellbeing during their Cross-cultural

Transition in the UK
Trang Mai Tran, University of Bristol
The study will look at international and EU doctoral students cross-cultural transition, particularly their
psychological wellbeing (PWB) and socio-cultural adaptation (SCA). Utilising mixed methods approach, three
methods of data collection will be used to explore the experience. Quantitative data will be gathered using
the Socio-Cultural Adaptation Scales (SCAS) questionnaires (Searle & Ward, 1990; Ward & Kennedy, 1996).
The SCAS and Ryffs Scale of Psychological Wellbeing (Ryff, 1989) are the main frameworks that inform the
studys methodological and theoretical approach, providing a systematic way of defining and measuring
PWB. Qualitative data will be collected using semi-structured interviews (designed partly based on the two
frameworks) and participants online journal (providing the participants with the freedom to frame and
15
capture their own transition). The data will be collected longitudinally over the period of one year, and
questionnaires and interviews will happen at three different time points.
Analysis will focus on answering two main research questions,
1. In terms of wellbeing,
a. How do SCA wellbeing scores changes over time?
b. How are wellbeing scores related to the cultural scores over time?
2. In terms of the cross-cultural transition,
a. How is the transition experienced on an individual level?
b. What kind of impact can the doctoral experience have on the transition?

The pilot of three questionnaires, two interviews, and one journal (over the period of a month) raises
consideration about the language and content of the questionnaire, how the interview should be further
developed in a more creative manner, and how the multi-media platform for the online journal can better
accommodate the participants sharing of information. Furthermore, the pilot also allows a clearer picture
of what type of analysis will be used to best answer the questions.
Session 8: Higher Education Research (Room 1.20)

1. Cultural Political Economy of Mercosurs Higher Education Sectoral Project
Aliandra Barlete, University of Bristol

My doctoral research intends to investigate efforts at regional integration in higher education within Latin
America, and specifically Mercosur. The main objective of the study is to demonstrate how the symbolic and
material dynamics in higher education are developed through the relationship between higher education
systems in the context of constant changes of Mercosur, a regional organisation in South America created in
1991 by Argentina, Brazil, Paraguay and Uruguay. The study proposes to examine the changing nature,
circumstances, and consequences, of regional integration carried out under the Mercosur agreements, as
they are reflected in, and mediated by, Mercosur. Anchored in the theoretical approach of cultural political
economy to explore region-building, I propose the use of critical realist ontological stance to build a
historical investigation though the retroductory logic of inference. By means of a qualitative case study of
the context of a regional organisation, I will employ documentary analysis, process tracing of policies over
time, and empirical interviews to analyse the shifting dynamics of Mercosur higher education in three levels:
national, regional and intra-regional.

2. Service Learning: Challenging, and Challenged by, the Academy

Ed Stevens, University of Bath
Across the latter half of the twentieth century and into the twenty-first, universities in the United Kingdom
have increasingly sought interconnections with wider society, transcending the nexus between academic
and civic cultures.
Through its integration of community service into the academic curriculum, service learning provides one
means to interconnect the academic with the civic but how might the pedagogy become legitimised within
research-intensive universities in the United Kingdom?
Adopting a sociocultural frame and with illustrations from an undergraduate, social work service learning
module at the University of Bath, the paper presents varied types of service learning before considering
relevant historical context that has shaped research-intensive universities and their academic culture. It is
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suggested that this academic culture is one of critical discourse rooted in a separateness of the academy
from society. This is the discourse with which service learning must contend if it is to be legitimised.
The social process of legitimisation is examined with recognition that faculty have the power to confer
legitimacy on service learning, often prioritising models where learning is emphasised at the expense of
service.
In addition, tensions exist between academic and service learning cultures that might mitigate conferral.
These tensions include: a decentring of traditional academic conceptions of knowledge by service learning;
boutique multiculturalism (Fish, 1999) where academy values trump those of the community; and
tensions between hard and soft disciplines where the latters conceptions of knowledge and disciplinary
practices align more naturally with service learning than the formers.
Using Michael Burawoys (2011) four functions of a public university as a frame, the paper argues for a
particular model of service learning one equally both academically rigorous and democratically driven
that reasserts reflexive knowledge in the academy through the disciplining of service learning alongside the
advancement of civic (democratic) knowledge.
3. Chinese Students Perceptions of, and Responses to Teacher Written Feedback in the UK
Higher Education
Fangfei Li, University of Bath

Teacher written feedback (TWF) is an interaction, between teachers and students, where linguistic,
communicative and affective factors are at play. Studies on teacher written feedback have produced a wide
range of findings in aspects of characteristics of good feedback (Quinton and Smallbone, 2010), factors
influencing the quality of feedback (Gibbs and Simpson, 2004), the current situation of teacher written
feedback in higher education (Tsutsui, 2004) and reasons for Chinese students different responses to
feedback (Poverjuc, 2011). Instead of re-examining the quality and characteristics of current teacher written
feedback, my research goes beyond these works and probes into how Chinese students, who come from a
feedback-sparse background of China HE, deal with written feedback in courses of UK higher education.
Research questions of this study are 1) what are Chinese overseas students perceptions of teacher written
feedback in courses of the UK higher education? 2) how do they respond to teacher feedback in courses of
the UK HE? 3) what possible factors might influence their responses to feedback? I will conduct qualitative
case studies of six Chinese postgraduate students in a UK university. In-depth interviews, text analysis and
stimulated recall interviews will be employed to find out Chinese participants perceptions of teacher
written feedback, teachers comments on drafts of their essays, participants responses to these comments,
rationales for participants responses to feedback. In this presentation therefore, I will talk about the early
stages of my PhD research in relation to my literature background, research methodology and pilot study as
well as practical significance of my study on current feedback provision contexts in both UK and China
higher education.

Session 9: By the Fireplace Life after the PhD: Securing a Post-doc

Fellowship and Roles within the University (Room 1.21)
Run by Drs Shelley McKeown Jones, Amanda Williams and George Leckie

For the first time in our Doctoral Research Conference, we would like to introduce a new format for two
sessions that we call: By the Fireplace. The aim of this format is to provide an informal setting for doctoral
17
students to ask frank questions, in a safe, non-judgmental environment. In this first session, some of our
lecturers will be thinking back to the end of their PhD and sharing their personal experiences with you.
What advice they would give their old selves?
What resources would they have wished they had known about?
What were some of the factors that helped them in their decision making process?
When and how to start the process?
What were the positives and negatives of their current position?
And anything else that they deem important.

You will have the opportunity to engage in conversation with them and find out anything you wish to know
about life after the PhD.
Poster Session 1
1. Online Exploratory Talk for Writing
Aireen Aina Bahari, University of Exeter
In Malaysian Certificate of Education (MCE), equivalent to GCE O-Level, secondary school students English
language ability is mostly determined by their writing skill. My assumption is, in order to write a better
argumentative essay writing, students must practice doing argumentative discussion with other friends
before they write their own piece of writing. My overarching aim is to help them to improve their writing
skill. I wanted to explore student-led online discussion using mobile assisted language learning (MALL) and
investigate its impact on individual written argument in order to design an online intervention rich in
discussion that would help future ESL students write better essays. In the context studied, classroom
activities were exclusively teacher-led where student-led group discussion is sporadic. Hence, online
Thinking Together appears more appropriate in this context in order to teach
Exploratory talk techniques. This study will be conducted based on the principle of design-based research
(DBR) in four main phases involving 15 ESL students. In the first phase, students essay will be analysed for
their grade and quality of argumentation. Online interview will be conducted to investigate the difficulties
they had when producing the essay. The online intervention will be executed in the second phase where
students will be exposed to online Thinking Together approach using their mobile phones. The quality of
their essay will be analysed in the post-intervention (third stage) to find any improvement as the impact
from the intervention. Another online interview will be conducted to examine their perspectives on the
impact of the intervention on their writing. This study also will have larger implications on how Thinking
Together approach is attainable in the scope of mobile assisted language learning (MALL) and subsequently
improve ESL students argumentative essay.

2. Korean students' knowledge creation through digital technologies and digital media
Eunjoo Kim, University of Bristol

This research study aims to investigate how South Korean middle school students and a teacher engage in a
knowledge-creation oriented, classroom-based activity in the context of collaborative learning using digital
technologies and digital media in and out of school. This activity involves collaboratively producing a tenminute digital media product in the form of a video clip. This study takes a design-based research approach
and a qualitative case study approach. Based on three iterative cycles of design-based research, this study
will implement a series of interventions in order to analyse a knowledge-creation related activity in
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classroom. Thirty-five Korean middle school students and their teacher will participate in the knowledgecreation activity in the Free Semester System class.

3. Older adults and the use of digital technologies in everyday practice

Pei-Wen Chu, University of Bristol

This study is located in Taiwan and it particularly focuses on older people in retirement among everyday life
context. Taiwan is one of countries in East Asia classified as an ageing society by United Nation towards its
significantly increasing ageing population. While it is true that ageing societies are a global issue, Taiwan is a
small island that covers a land area of only 36,000 km2 with a population of 23 million; thus, even a minor
change will have dramatic effect on its demographical structure. Therefore, the significant increase in the
ageing population implies a need to consider the learning prerequisites of older people in Taiwan towards
the development of digital devices and the internet in digital age. This study explored and challenged the
assumptions that older people are vulnerable group in terms of using digital technologies. A qualitative
research design is employed to collect data from 14 retired older adults through methods of time-use
diaries, semi-structured interview and home-visiting observation. Socio-cultural perspectives is taken to
explore the nature of human learning in a dynamic context, focusing on examine the relationship between
individuals and social world. The findings show that ageing is as social construction which shaped by many
aspects. Older adults use of modern technologies in every practice was affected by social and cultural
aspects which reflect on the way how digital technologies mediate social interaction and intergenerational
relationship in retirement. Furthermore, the relationship between digital inclusion and social exclusion,
social isolation and older adults perception of independence can be interpreted differently according to
cultural difference in Asian society.

4. Teachers perceptions of teaching thinking skills in the lens of Computational thinking

framework
Samyah Abdullah Alshehri, University of Southampton

Ever since formal education began, educators have been motivated to teach thinking, aspiring to offer
learners a program focused not only on the transference of current knowledge, but which also equipped
them with the dispositions and skills that they would require to face novel challenges in the future.
This study aims to explore and evaluate primary school teachers perceptions of teaching thinking skills. The
foundation for the research design is based on a pragmatic worldview and uses structured mixed methods
to explore teachers perceptions about their practices of teaching thinking in primary classrooms, and to
examine their practice. Convenience sampling is used in this research. The sample will consist of
approximately 30 Key stage 1 and 2 teachers representing UK primary schools. The teachers will be
volunteers. An information sheet for the interviews and focus group will be given to them before their
participation. Head teachers will receive an information sheet outlining the ethical and practical implications
of their teachers participating in the study.
Eventually, the data will be analysed through the lens of a computational thinking framework. This study
meets the need for academic reflection of this framework. This will enable the framework to be assessed for
its suitability as a tool for teachers to evaluate their own practices in teaching thinking skills. Additionally,
the existing model can be refined in accordance with the findings from the study. Directions for further
research will be discussed, focusing on teachers practice evolution, thinking-based learning frameworks
and teaching value criteria using a computational thinking model.

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Poster Session 2
1. How Can We Contribute to Improving Basic Mathematics Education in St. Lucia?
Takuya Numajiri, University of Edinburgh

Although measuring quality of education is difficult, a number of research on assessing the quality of
primary education utilise the results of academic achievement. The reason is straightforward: acquiring
basic skills, especially in the areas of literacy and numeracy, underpins successful learning. Many countries,
therefore, administer either an examination or a standardised assessment during the primary school years
to identify and ensure the quality of basic education. On the other hand, growing evidence indicates that
many developing countries including St. Lucia need to improve the quality of education and students
achievement, especially in mathematics. The results from national examinations in St. Lucia suggest that
many students and even teachers had not mastered the basic skills in early mathematics which they should
have. Nevertheless, there is little information available on factors affecting students academic performance
in mathematics in the country due to insufficient operating budgets and an inadequate number of staff
members. More research is, thus, needed to extend our understanding of why and how to improve the low
achievement of mathematics, since quality of education is a far difficult concept to define. The current
study aims not only to identify factors associated with low mathematics achievement of students in basic
schools, but also to contribute a deeper understanding of the development of a conceptual framework for
understanding quality of education in St. Lucia. Based on previous research and the countrys context, the
current study selects five kinds of factors that have been considered as key elements for mathematics
education in St. Lucia: learning and teaching dimension, enabling inputs dimension, learner characteristics
dimension, contextual dimension and outcomes dimension. The findings of this study could be potentially
useful for designing more effective programmes and policies to improve the quality of mathematics
education in the country.
2. The Use of Creative Drama for Teaching Thinking Skills to Children with Moderate Learning
Difficulties (MLD)
Arwa Mesfer Alharthi, University of Exeter

The literature shows the power of thinking skills. The aim behind this proposal is to explore the value of
creative drama as a method in enhancing the thinking skills of children with moderate learning difficulties
(MLD) in Saudi Arabia. Additionally, this proposal aims to understand the impact of drama on teaching
thinking skills among children with MLD. The goal is to propose a clear overview of the creative drama
approach as a creative pedagogy for fostring thinking skills to children with MLD at primary inclusive school
level. Design Based Research (DBR) research will be employed as the research methodology in this study.
This DBR project will be conducted during the 2017-2018 academic year in two different schools
consecutively. The initial design includes three cycles; the duration of each cycle will be one week, with one
creative drama session apiece. The participants in this project will be the special education teacher as coresearcher, and the children with MLD. Data collection methods will include observation as a main source of
data; it will also include pre- and post-test, meetings and focus groups. All data will be analysed both
quantitatively and qualitatively in order to answer the research question and achieve this proposals aim.

3. Implementing a Multicultural Curriculum in the Primary School Classroom: A Narrative

Inquiry
Mary Phipps, University of Bristol

The aim of this study is to carry out qualitative research to identify how teaching and learning a
Multicultural Curriculum in a classroom can be enhanced through the use of personal artefacts and the
20
narrative stories that are told. I will explore the impact it has on teachers, pupils, parents and ways to
develop practice. It also aims to examine the extent to which Teacher Education Institutions and schools
prepare teachers to implement a Multicultural Curriculum. The importance of this research is to have an
impact on policy and practice in schools and Teacher Education Institutions. Importantly, for Qualified
Teacher Status(QTS) to be achieved, those intending to teach are required to maintain high expectations of
all pupils, raise their educational achievement, challenge stereotypical views and encourage the effective
teaching and learning of pupils from all ethnic, social, cultural, linguistic and religious backgrounds.(Maylor
et al. 2006: p39)

4. How can reflective and collaborative strategies improve the impact and process of your
research?
Miguel Angel Cerna Caceres, University of Bristol

This presentation describes the challenges a group of eleven Chilean teachers from different school realities
faced in an on-line action research professional development project, and how these challenges collated
into possibilities through reflective and collaborative strategies in the research. This research promoted that
eleven teachers from different schools supported each other when facing problems and daily practices in a
four-month on-line action research project. This project involved both face-to-face and an on-line
components. The Online component integrated the support of Wikis, emails and on-line conversations.
However, during the implementation, several challenges emerged, such as lack of participation and
commitment towards the study, lack of technical skills or resources and schools strikes, which generated
barriers for the professional development of teachers. My researcher reflexivity was critical to understand
these challenges and shape them into possibilities through a set of strategies that maximized the reflective
process of the participants and inspire them to collaborate. These strategies were twofold; they involved a
critical evaluation of the action research stages by following (a) Gibbs reflective cycle (1988) and (b)
Brydon-Millers et al. (2010) structured ethical reflection to identify problematic areas, potentiate strengths
and inspire participation, respect and commitment. These two approaches promoted practical strategies
leading to collaborative and reflective behaviours in the participants which shared educational material,
helped each other to understand educational concepts, wrote academic contributions in school magazines,
discussed educational policies, etc. The support provided by these teachers put in the spotlight the
relationship researcher-participants and participants-participants to trigger motivation, engagement and
commitments in action research projects. Practical examples on how these frameworks were applied and
the implication for the participants are included in this presentation.

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Day 2 Wednesday June 1st 2016

Session 10: Neuroscience and Education (Room 1.20)
1. Latin American Teachers' Perception of Brain Function
Adriana Soni Garcia, University of Bristol

Exploring how neuroscience can inform education is a worldwide interest. This project is based in the Latin
American (L.A.) educational context and it aims to provide a basis for future attempts to improve the L.A.
teachers critical understanding of the role of neuroscience in their practice.
It explores four contextual issues that could be meaningful in understanding L.A. teachers ideas about mind,
brain and neuroeducational research: the great diversity of educational contexts; the large presence of
poverty in the region; the L.A. media and the L.A. teachers religiosity.
A mixed-methods design was used to emphasize dialogue by interviewing 19 teachers and administering an
online questionnaire to 314 teachers from L.A. countries. This was possible by developing a network and the
design of neuroedlatino.com a space meant to stay in touch with participants.
Popular themes were that emotions play an important role in brain functioning and learning and that
dopamine can be activated by being in a pleasant environment or brain gym. In a region where some
countries have more than 50% of their population living in poverty, 24.2% of the teachers (and 12.4% who
did not know) disagreed that poverty can impact the brain. That learning styles make learning easier
remains one of the most popular neuromyths in LA and other nations. LA teachers interest in neuroscience
was positively correlated with both neuroscience literacy and neuromyth scores suggesting that they obtain
information from valid and unscientific sources. Results highlight the need to promote LA teachers critical
approach to neuroscience research through dialogue to better understand how context can inform future
neuroeducational questions. In the interest of disseminating these results, findings will be translated to
Spanish and published on neuroedlatino.com.

2. Bridge the Gap: Challenges in Research in Neuroscience and Education

Carolina Gordillo, University of Bristol

Research in neuroscience and education seems alluring for most educational professionals. However,
neuroscience cannot be directly applied to educational practice. Instead, bridging studies that explore
neuroscientific findings with a potential for education are required.
An exploratory study on the influence of action on learning through video games is reported. The learning of
mathematical facts in young adults (N= 32) was intended via two versions of a computer-based video, which
differed only in added feature of action to one of them. Response time and accuracy were measured for
learning comparison.
The hypothesis that adding a cue-directed action could improve learning by pre- and post-test difference in
response time and accuracy could not be statistically demonstrated. However, these measures during game
playing showed effects related to the inclusion of the action feature together with self-reported perception
of learning, engagement and enjoyment.
The concept of action in learning has been demonstrated in this experimental study but needs to be
explored now in a more naturalistic environment such as a classroom before becoming a teaching
approach based in neuroscience. Thus, a bridging study follows as a natural step in this sequence.
Challenges to this type of research are discussed and areas of special attention are suggested.
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Session 11: Multicultural Education (Room 2.26)

1. South Korean Students' National Identity and Perceptions towards Migrants and its
Implications on Korean Multicultural Education
Yurim Kim, University of Bristol

South Korean national identity based on its ethnic homogeneity is considered as one of main barriers of
multicultural education in Korea. Korea which used to be the most frequently cited example of being
historically a mono-nationality is rapidly becoming a multicultural society with recent economic migrants
and marriage immigrant women from other Asian developing countries. As Korean students' negative
perceptions and discriminatory behaviour towards migrants stand out, Korean government and schools
introduce various international understanding programmes in schools. However, this study raises a question
of the effectiveness of the existing multicultural educational programmes which theoretically assume
Korean ethnic-based national identity to be a main reason. By interviewing and observing Korean students
in the ninth grade, it reveals that young students national identity and nationhood are more affected by
developmental instrumentality of migrants rather than Korean ethnicity. The participants are recruited from
two case study schools in the most multicultural city, Ansan in Korea and the interview data are thematically
analysed with NVivo, a qualitative data analysis computer software, including other data: field notes, school
documents and curriculum. The result turns out that students welcome multiculturalism as a means,
indicator and object of development and accept institutionalised hierarchical nationhood such as visa
categories, which makes students think even migrants of the same ancestry as second class residents (Kim,
2015; Seol & Skrentny, 2009). Therefore, Korean multicultural education is required to take more critical
approach which emphasizes power relations and institutional transformation and encourages civic type of
national identity (Heath & Tilley, 2005).

2. Cultural Issues in Higher Education: Lessons to Learn from Researching Omani Undergraduate
Students Cultural Universalities and Peculiarities
Jamila Al Siyabi, University of Exeter

The paper session is based on a case study that looked into students practices and perceptions from their
teachers point of views in the field of higher education in Oman. The study is based on classroom
observational data, and self-reported data and anecdotes of various expatriate instructors coming from
different cultural backgrounds working in Sultan Qaboos University in Oman. The study investigates some
concepts in the area of culture and intercultural communication that teachers in higher education deal with
on a daily basis. My paper session will briefly touch on relevant issues like cultural awareness, universality
versus peculiarity and the cultural setting of expatriate teachers working in higher education in Oman. The
concepts that the session will specifically explore are related to students assertiveness, greeting each other
and/or the teacher, perception of time, oral traditions and face saving strategies. Teachers received an
open-ended questionnaire that required them to reflect on their classroom experiences in Omani university
by sharing their observations, anecdotes and/or opinions related to these cultural issues which the
questionnaire asked them about (i.e. students assertiveness, greeting each other and/or the teacher,
perception of time, oral traditions and face saving strategies). The data show interesting and valid cultural
dimensions about Omani students in higher education who may differ from or resemble students from
other cultures in the world. The session aims to provide informative and reliable insights on some of the
prominent features about students cultural universalities and peculiarities. Exploring these cultural
concepts can help improve teachers teaching and learning practices through appreciating students related
cultural aspects. It can also help better understand students attitudes, practices and expectations and
student-teacher relations. Appreciating such cultural dimensions can make a difference in how teachers
perceive teaching and learning in any culture and/or context in the field of higher education.
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Session 12: Innovative Teaching: Pushing the Boundaries (Room 1.21)

1. The ELF Method: how the ELT classroom can imitate the real-world ELF context
James Sumner, University of Bristol
That English is being used as a lingua franca among non-native speakers in real-world contexts is well
documented. However, another valid area of study is the use of ELF within a classroom context. This
presentation will outline another possible teaching method, the ELF Method, to be used in ELT classrooms
where the principal pedagogic aim is to prepare learners for international communication in English with
other non-native speakers. Modelled closely on Task-Based Learning, the ELF Method will be structured
around the performance of a communicative task, one which directly mirrors those used in real ELF contexts.
In contrast to existing communicative teaching methods, however, it is proposed that the teaching of
linguistic items in the ELF Method be ignored. Rather, learners will be encouraged to make use of any
linguistic resources they have at their disposal as they interact to complete the task. Emphasis will also be
placed on the learners use of pragmatic strategies to facilitate their communication. In order to place this
concept more firmly within a pedagogic context, this presentation will also discuss the findings of a study
examining the pragmatic features of language spoken by two groups of high-level EFL learners performing
an ELF-type task as per this method. Possible implications for teachers and learners within the classroom
will be discussed.

2. Exploring Mathematics Examples from a Teacher and Student Perspective

Paola Ramirez, University of Bristol

The use of examples is fundamental to explanations and mathematical discourse (Leinhart, 2001).
Examples are also part of the cognition of both students and their teachers, as the production of examples is
an act of learning (Watson & Mason, 2002, p. 247).
Therefore, presenting an example is not only to bring one of them, it is also asking at yourself when is it
appropriate to use an example, its objective and the relation to mathematics.
The purpose of this study is to explore teachers and students perspectives regarding the use of examples in
the context of mathematics lessons. This will be done by taking into account the significance of examples as
determined by students and teachers. Following the completion of the studys observations and interviews,
some new perspectives regarding examples were discovered. These perspectives were real-life examples,
examples as advice, metaphor as examples and the importance of distinguishing between easy and difficult
examples.
With the new perspectives explored in this paper, I hope to contribute to the understanding of how both
teachers and students perceive and work with mathematics examples.
Session 13: Comparative Education (Room 2.26)

1. Debt and Desire after Graduation
John Loewenthal, Oxford Brookes University

This research is designed to explore the experiences of recent university graduates in London and New York
City. The project is informed by public and policy debate surrounding: graduate employment prospects
(Allen, 2015); the nature of student debt (Flannery, 2015); the increasing cost of urban living and prolonged
dependence on parental support (Chalabi, 2014); and the escalating normality of aspiring to post-graduate
education, despite its increasing cost (Collinge, 2010). London and New York City have been selected for
24
their similarity, as ethnically and economically diverse dreamscapes that symbolize aspiration and
opportunity, cheek-by-jowl with severe inequality. Accordingly, it is important to address the range of
cultural and financial backgrounds of university graduates and to appreciate how their differing social
contexts, relationships with the city, and experiences of higher education, may translate differentially into a
spectrum of future prospects. This conference provides an opportunity to test and develop the research
themes, prior to empirical ethnographic research in each of the cities. Coming from an anthropological
perspective, this will focus on the cultural changes in young peoples lives following their graduation, and on
the affective dimensions of imagining and engineering ones life course. This period has been shown to be
one of existential dilemma, in which graduates negotiate multiple expectations, responsibilities, dreams and
uncertainties (Bregnbaek, 2016). The contemporary societal role of higher education will therefore be called
into question, in terms of how graduates reflect on their university and post-university experiences. The talk
will explore how one can best articulate the multiple possible and preferable pathways of university
graduates, as they assess the implications of their degree, including debts incurred, upon their immediate
and imagined futures. It is hoped that discussion of the research themes may help to clarify the kind of
tone to take and direct how the findings may be applied.

2. Teachers and Students Attitudes Toward Disruptive Behaviour and Disciplinary Styles: A
Comparative Analysis of England and Nigeria
Ocheho ThankGod Ugbede, Lancaster University

The issue of disruptive behaviour in schools has become a major stress and concern to teachers. However,
in order to minimize these behaviours, teachers are utilizing various disciplinary styles. The aim of this study
was to examine students and teachers attitudes toward disruptive behaviour and disciplinary styles and to
compare the views of the participants from Nigeria and England. 285 students and 41 teachers from high
school completed the disruptive behaviour and disciplinary styles questionnaires which contain behaviours
and intervention methods commonly reported in high schools. These questionnaires measure individuals
attitudes toward behaviour problems and the strategies used to regulate such behaviour. The results depict
that there is a relationship between disruptive behaviour and disciplinary styles. Significant difference was
found among nationality, gender, student and teacher attitudes toward disruptive behaviour and
disciplinary styles. Nationality also significantly predicted disruptive behaviour, while aggressive style and
relationship based style of discipline predicted juvenile delinquency and school misconduct respectively. In
conclusion, the style of discipline adopted in school is associated with students judgement of behaviour.
The implications of the findings to disciplinary styles that may be most effective at regulating disruptive
behaviour are discussed.
Session 14: Changing Perspectives (Room: 1.21)

1. A Holistic Academic Model for Professional Development towards Lecturers at the
Technological University of San Juan del Rio
Myrna Escalona Sibaja, University of Bristol

Currently, there are 105 Technological Universities in Mexico. Since these institutions were established in
1998, they have become an important option to study at University Technician Level (TSU) because they are
affordable and provide higher education in two years.
In 2014, these universities enrolled 159,703 students, i-e. 4.54% of the national student population in
Mexico. Technological Universities have become popular because they offer careers related to
manufacturing, pharmaceutical, commerce, and construction amongst other topics. These institutions are
also well known because they recruit and select lecturers directly from industry, a fact that assures students
25
that professional lectures with experience in the area of their studies will be teaching them. However, this is
also a weakness because there is not an established process for hiring these professionals from industry,
who have little or no teaching experience.
Based on a case study in Mexico, this research is looking in depth at the professional development, and
needs of academic staff at The Technological University of San Juan del Rio (UTSJR). Opinions, expectations
and attitudes from Mexican lecturers working at the UTSJR will be gathered by conducting surveys.
Investigation, identification and assessment of national (Mexican) and global models implemented in higher
educational systems are providing new perspectives of professional development. The main aim of this case
study is to develop a holistic academic model to be applied in a Mexican context, specifically at the UTSJ

2. Journeys from the Worst School in Britain to University: A Fight for the Oppressed Past
Denise Rogers, University of Bristol

Blakelaw Comprehensive School, which closed in 2002, was situated in one of the most deprived
neighbourhoods in Newcastle upon Tyne. During the 1990s Blakelaw caught the attention of the national
media, one of 18 schools named and shamed by the Labour Government as the worst in Britain. The school
and the area in which it was located and drew its pupils embodied the socio-economic indicators associated
with predicted low academic performance and participation (e.g. Chowdry et al. 2010).
My study asks how this defunct, apparently failed school might be understood to have impacted on the
educational journeys of a group of former pupils who ended up going to university against the odds. I
consider how recollections and artefacts shared by former pupils, family members and teachers complicate
and challenge versions of bad school, troubled pupils, disengaged families and poor teachers captured
within publically available archives.
My project is positioned within a poststructuralist theoretical framework that embraces the non-linear and
the fragmented. My main methodological driver is thinking with theory (Jackson & Mazzei 2012) which
involves the viewing of data through multiple theoretical lenses to show how knowledge can be opened up
and proliferated rather than foreclosed and simplified (ibid, p.vii).
What kind of transformational ambition makes sense within a poststructurally positioned research project
like mine? I explore this question by 'plugging in' a selection of my data to a number of concepts, including
Walter Benjamins notion of a fight for the oppressed past, to produce some transformational accounts of
school, selves and neighbourhood.

Session 15: Workshop Writing to Publish (Room 1.20)

Run by Professor Justin Dillon
Writing is part and parcel of your doctoral journey, and with that comes the need to promote your research
to your peers through the ever-growing body of academic literature. In this workshop, Professor Justin
Dillon will offer his extensive knowledge and experience of tailoring your written work so that it can appeal
to your target audience, guiding you through the steps of planning, composition and submission. By the end
of the session, we hope that you not only feel ready to start writing your own papers but also look forward
to doing so with both confidence and enthusiasm.
26
Session 16: Teacher Development (Room 2.26)

1. Professional Learning Communities in Chilean Schools: Local realities of Teachers
Collaboration.
Daniela Figueroa Moya, UCL Institute of Education

As part of the trending topics for school improvement and capacity building, the idea of Professional
Learning Communities (PLCs) refers to supportive groups which interrogate, investigate and learn about
their practice and development from a critical perspective, focusing on improving students learning.
Considering the value that PLCs give to local school agents in their processes of change, it is clear that the
sense that a PLC can acquire in practice depends to a large extent on the context in which it is developed.
Indeed, from the perspective of their meanings PLCs have two different potentials: On the one hand, they
can be used to reproducing current patterns of top-down policies. But on the contrary, and when local
agents are aware of the importance of everyone in the community, PLCs can promote reflection to
transform school communities. Currently in Chile, some PLC projects are being implemented, but they
fundamentally respond to top-down initiatives coming from external realities to the Chilean one. Hence, it is
challenging to think of effective strategies for standing up the intrinsic bottom up sense of Chilean PLCs,
which raises the need for more contextualized approaches. From a qualitative perspective, and using the
results from a pilot study about Teachers Collaboration and PLCs implementation in Chile, this presentation
will focus on the analysis of the best ways to approach schools developing PLCs programmes. The aim is to
create worthy data collection techniques that recognize the particularities of the Chilean context and the
contributions that local agents can offer from their own ways of being a PLC and collaborate with each other.
Therefore, this work will contribute to the growing of this research topic in Chile in a more significant way
for our local realities.

2. Investigating Early Career Science Teachers Experience of Subject Knowledge Development
Jon James, University of Bristol

Pedagogical content knowledge (PCK) is deemed to be of particular importance for effective teaching of
science in schools. Hence developing PCK is a key focus of pre-service teacher education courses and it is the
object of substantial research by the science education community. However the PCK construct rarely
appears in guidance documents for in-service science teachers. This is in part because PCK research tends to
focus on the establishment of a stable, teacher knowledge structure, without regard for the complexities of
the classroom context. Little research has examined how science teachers work with subject matter in the
classroom or chartered the complex evolution of knowledge for science teaching.
The project is seeking to represent early-career science teachers experience in relation to subject
knowledge and its enactment in the classroom, and shed light on the complexities of its longitudinal
development. Given the need for direct engagement with experience, and the emphasis on interpretation,
the research adopts a phenomenological approach and positions itself within a situated cognition
framework.
This paper describes the challenges of getting close to individual teachers experiences and exploring
knowledge application in the complex environment of the classroom. Stimulated recall interviewing has
been employed to probe perception of activity within the practice context; science lessons have been filmed
and the recordings used with teachers in follow-up interviews. Transcripts have then been subject to
interpretive phenomenological analysis to help represent the dynamic nature of knowledge development. A
particular focus of the project has been on teachers responses to students conceptual questions, as this
requires contingent enactment of teachers subject knowledge, and this paper presents several vignettes
27
from the classroom. Early findings indicate the importance of teachers making connections between
students critical questions and previous experiences or educational theory, highlighting the role of
experienced colleagues in helping teachers to reason about their enactment of subject knowledge.

Session 17: Creativity in Education (Room 1.20)

1. Exploring the Place of Poetry in Education
Sergio Andres Anwandter Aguero, University of Bristol

Poetry is one of the oldest school subjects in the Western world, but also one of the most problematic, with
a long history of being at odds with the arrangements of formal education. This mismatch seems to be more
evident today, in an educational system increasingly bent on assessment through standardized tests (poetry
being conventionally difficult to evaluate), but there are other long-standing problems (from inadequate
teaching methods to the students legendary resistance towards it) that affect the position poetry holds in
schools today. Despite these difficulties, and whether marginalized as an inessential activity or out of reach
on the pedestal of high culture, poetry is always still there.
This research is a narrative inquiry into the place of poetry in Chilean education. While it considers my own
experience as an author of poetry books, it is based mainly on group interviews with teachers and students,
apart from class observations, in three different schools (two Secondary and one Primary). This is
complemented with the views of Educational officers from the Ministry of Education. Though this study's
results are not meant to be generalized, it attempts to offer an insight about the perceived value and
prospects of poetry in these institutions, and how they reflect views held by society at large. Starting from
this insight, I propose a different approach to poetic education.
2. Engaging Children in Research by Growing a Whale in their School Playing Field

Caroline Hickman, University of Bath

This paper will present the research process and findings from an innovative research project engaging a
mixed age group of primary school children (aged 6-10) in a research project, culminating in them
presenting their research findings to staff and students at the University of Bath.
Inspired by her line drawings of life-sized whales on a Cornish beach we worked with the artist Sonia
Shomalzadeh to explore childrens relationships with nature. Using drawing and storytelling, three research
workshops were conducted with children at Colerne CE Primary School in Wiltshire. As part of the project
with the children we created a life sized Humpback whale calf on the school playing field planted with 2,500
crocus bulbs that is flowering now; creating a living sculpture through which we could explore stories with
the children about whales and climate change.
We were also interested in exploring contradictory views about childrens relationships with nature through
this research; the Oxford Junior Dictionary recently tried to remove entries relating to nature such as
bluebell, dandelion and wren saying these were no longer relevant to modern children, whilst a 2011
UNICEF report that asked children what they needed to be happy reported that they wanted to be
outdoors and play in nature. The school were interested in exploring their childrens attitudes to the
natural world as this was something they promoted and encouraged with wild areas and gardens in the
school grounds.
Following the research workshops conducted at their school the children were invited to the University of
Bath to meet with 1st year undergraduate students to take part in focus groups about their experience of
28
the research and present their research findings to staff and students. The aim was to engage the children
with the research process and also to inspire them to aspire to attend University.
Session 18: By the Fireplace Getting the Most out of your Supervision
(Room: 1.21)
Run by: Dr Jo Rose and Professor Ros Sutherland
In the second of our By the Fireplace sessions, two seasoned supervisors with different styles will answers
your questions about how to invest in this most important of relationships during your PhD. There are a
great number of factors that affect success in your PhD, but perhaps the most influential factor is having a
positive relationship with your supervisor. So, to find out more, feel free to come along and join in the
discussion.
29
Conference Programme
Day 1 31st May
Time
8:30
9:00
9:00
9:15
9:15
10:15
Registration
Ground Floor Foyer
Welcome Address
Transforming Research in Education
Professor Justin Dillon, Head of Graduate School of Education
Helen Wodehouse Lecture Theatre
Keynote Address
Raising Your Profile as a Researcher
Dr. Peter Etchells, Bath Spa University
Chair: Pooneh Roney
10:15
10:30
Morning tea and coffee break

Room 4.10
10:30
Session 1
Session 2
Session 3
12:00
Educational Systems
ESOL Research
Challenges in Research

Methods
Room 2.26
Room 1.21
Room 1.20
Chair: Zibah Nwako
Chair: James Sumner
Chair: Aliandra Barlete
1. School Processes in Rural
1. Curriculum Prescription and
1. Getting Lost along the Way?
Mexico: CONAFE
Teacher Identity
Some Challenges and Emerging

Solutions in the Holistic Analysis

of Qualitative Data.

Rosa Maria Cruz Avendano,
Fawziya Hamdan Al Zadjali,
Paulina Ruiz,
University of Southampton
Leeds Beckett University
2. The Brazilian Education
2. How my Action Research was 2. How Flexible can a Research
System: A Path Full of Ups and
Conducted in Assisting
Design be and Who Decides?
Downs
Taiwanese English Teachers in

Transforming their Teaching

Approaches

Georgia Sobreira dos Santos
Yi-Mei Chen,
Steven Peters,
Ca, University of Bristol
University of Exeter
3. An Exploratory Study of
3. An Investigation into
3. Knowledge of and Attitude
Context Realities and
Experienced EFL Teachers
Towards Multimodality:
Stakeholders Perceptions: Given Selection and Use of Grammar
Correlations, Influence and
Student-centred
Teaching Techniques: A Belief
Predictions Based upon
Recommendations in Nigerian
Perspective
Teaching Experiences and Age
Secondary Schools.

Abi'odun Oyewole,
Anna Csernus,
Henry Nicholas,
University of Bath
12:00
Keynote Address
12:50
Creative and Arts-based Research Methods with Children: Challenges and Opportunities
Dr Debbie Watson, University of Bristol
Chair: Pooneh Roney
1:00
2:00
Lunch
Room 4.10
30

2:00
3:30

Session 4
Technology
Room 2.26
Chair: Carolina Gordillo
1. Learning by Researching: the
Challenges of Using Assemblage
Ethnography in a Study about
Information and Communication
Technology (ICT) in Education.

Paula Lameu,
University of Birmingham
2. Bridging the Intergenerational
Gap Using Technology to Learn
about Bristol

Diana Erandi Barrera Moreno,
Session 5
Engagement and Learning
Room 1.20
Chair: James Sumner
1. Influence of Learner Identity on
Classroom Learning Engagement:
Using a Freirean Popular Education
Approach to Support Low-Engaging
Year Eight Pupils.

Reuben Shekwonyadu Katai,
2. Self-control and Grit in Schoolage Children

Pooneh Roney,
Session 6
Research Round Table
Room 1.21
Chair: Aliandra Barlete

Teacher Well-being,
and the Role of the
Teacher and
Researcher

3. Research through Engagement

Amanda Ramsay,
3:30
4:00
4:00
5:30

5:30
7.00
3. Equality, Trust and Student

Agency: a Multi-method Study of
Quaker Schooling

Nigel Newton,
Afternoon tea and coffee break
Poster Session 1
Room 4.10
4th Floor Foyer
Session 7
International Students in the
UK
Session 8
Higher Education Research

Room 1.20
Room 2.26
Chair: Zibah Nwako
Chair: Mike Nandu
1. Lived Experiences of Adapting to 1. Cultural Political Economy of
a UK University's Pedagogic
Mercosurs Higher Education
System
Sectoral Project

Jane Nebe,
Aliandra Barlete,
2. Integrating the Teaching of Logic 2. Service Learning: Challenging,
and Coherence to International
and Challenged by, the Academy
Students

Abby Ping Wang,
Ed Stevens,
University of York
University of Bath
3. EU/International Doctoral
3. Chinese Students Perceptions
Students' Psychological Wellbeing of, and Responses to Teacher
during their Cross-cultural
Written Feedback in the UK Higher
Transition in the UK
Education

Trang Mai Tran,
Fangfei Li,
University of Bath
Session 9
By the Fireplace
Room 1.21
Chair: Pooneh Roney

Life after the PhD
Securing a Post-doc
Fellowship and Roles
within the University

Run by Drs. Shelley
McKeown Jones,
Amanda Williams and
George Leckie
Cheese and wine reception

Room 4.10
31

Time
9:00
9.30
9.30
10:30
Day 2 1st June

Registration
Ground Floor Foyer
Keynote Address
The impacts of impact: on the rise of impact in research policy and governance
Professor Alis Oancea, University of Oxford
Chair: Pooneh Roney
10:30
11:00
11:00
12:00

12:00
1:00

Morning tea and coffee break

Room 4.10
Session 10
Neuroscience and Education

Room 1.20
Chair: Miguel Cerna
1. Latin American Teachers'
Perception of Brain Function.

Adriana Soni Garcia,
2. Bridge the Gap: Challenges in
Research in Neuroscience and
Education

Carolina Gordillo,
Session 13
Comparative Education
Room 2.26
Chair: Adnan Mukhrib
1. Debt and Desire after
Graduation

John Loewenthal,
Oxford Brookes University
2. Teachers and Students
Attitudes toward Disruptive
Behaviour and Disciplinary
Styles: A Comparative Analysis
of England and Nigeria.

Ocheho ThankGod Ugbede,
Lancaster University
Session 11
Multicultural Education

Room 2.26
Chair: Zibah Nwako
1. South Korean Students'
National Identity and
Perceptions towards Migrants
and its Implications on Korean
Multicultural Education

Yurim Kim,
2. Cultural Issues in Higher
Education: Lessons to Learn
from Researching Omani
Undergraduate Students
Cultural Universalities and
Peculiarities

Jamila Al Siyabi,
Session 14
Changing Perspectives
Room: 1.21
Chair: Jane Nebe
1. A holistic academic model for
professional development
towards lecturers at the
Technological University of San
Juan del Rio

Myrna Escalona Sibaja,
2. Journeys from the Worst
School in Britain to University:
a Fight for the Oppressed Past

Denise Rogers,
Poster Session 2
4th Floor Foyer
Session 12
Innovative teaching: pushing
the boundaries
Room 1.21
Chair: Duygu Cavdar
1. The ELF Method: how the ELT
classroom can imitate the realworld ELF context

James Sumner,
2. Exploring Mathematics
Examples from a Teacher and
Student Perspective

Paola Ramirez,
Session 15
Workshop
Room 1.20
Chair: Pooneh Roney

Writing to Publish

Run by Professor Justin
Dillon

32

1:00
2:00
2:00
3:00
Lunch
Room 4.10
Keynote Address
Can Inclusive Methods Transform Educational Research: Opportunities and Challenges?
Professor Jane Seale, The Open University
Chair: Pooneh Roney
3:00
3:30
3:30
4:30
4:30
5:00
Afternoon tea and coffee break

Room 4.10
Session 16
Teacher Development
Session 17
Creativity in Education

Room 2.26
Chair: Paola Ramirez

Room 1.20
Chair: Sian Ephgrave
1. Professional Learning
Communities in Chilean Schools:
Local realities of Teachers'
Collaboration.

Daniela Figueroa Moya,
UCL Institute of Education
1. Exploring the Place of Poetry in

Education

Sergio Andrs Anwandter Agero,
2. Investigating early career

science teachers experience of
subject knowledge development

Jon James,
2. Engaging children in research by

growing a whale in their school
playing field

Caroline Hickman,
University of Bath
Session 18
By the Fireplace

Room: 1.21
Chair: Pooneh Roney

Getting the most out of
your supervision

Run by: Dr Jo Rose and
Professor Ros Sutherland
Closing plenary address

Speakers: James Sumner and Zibah Nwako
Room 4.10
33
Poster Sessions
4th Floor Foyer
Day 1 31st May
3.30 4.00

1. Online Exploratory Talk for Writing
Aireen Aina Bahari, University of Exeter
2. Korean students' knowledge creation through digital technologies and digital media
Eunjoo Kim, University of Bristol
3. Older adults and the use of digital technologies in everyday practice

Pei-Wen Chu, University of Bristol
4. Teachers perceptions of teaching thinking skills in the lens of Computational thinking

framework
Samyah Abdullah Alshehri, University of Southampton

Day 2 1st June
10.30 11.00

1. How Can We Contribute to Improving Basic Mathematics Education in St. Lucia?
Takuya Numajiri, University of Edinburgh

2. The Use of Creative Drama for Teaching Thinking Skills to Children with Moderate
Learning Difficulties (MLD)
Arwa Mesfer Alharthi, University of Exeter

3. Implementing a Multicultural Curriculum in the Primary School Classroom: A Narrative

Inquiry
Mary Phipps, University of Bristol

4. How can reflective and collaborative strategies improve the impact and process of your
research?
Miguel Angel Cerna Caceres, University of Bristol

34

2016 Doctoral Conference Graduate School of Education University of Bristol

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2016 Doctoral Conference Graduate School of Education University of Bristol

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Graduate School of Education

Transforming Research in Education

University of Bristol 2016 GSOE Doctoral Conference

University of Bristol 2016 GSOE Doctoral Conference

Poster Session 1 ................................................................................................................................................. 18

University of Bristol 2016 GSOE Doctoral Conference

University of Bristol 2016 GSOE Doctoral Conference

The University of Bristol Doctoral Conference Committee

University of Bristol 2016 GSOE Doctoral Conference

Keynote Speakers and Addresses

Dr Debbie Watson, University of Bristol

University of Bristol 2016 GSOE Doctoral Conference

Professor Alis Oancea, University of Oxford

University of Bristol 2016 GSOE Doctoral Conference

Day 1 Tuesday May 31st 2016

2. The Brazilian Education System: A Path Full of Ups and Downs

University of Bristol 2016 GSOE Doctoral Conference

Session 2: ESOL Research (Room 1.21)

University of Bristol 2016 GSOE Doctoral Conference

2. How my Action Research was Conducted in Assisting Taiwanese English Teachers in

University of Bristol 2016 GSOE Doctoral Conference

Session 3: Challenges in Research Methods (Room 1.20)

2. How Flexible can a Research Design be and who Decides?

University of Bristol 2016 GSOE Doctoral Conference

3. Knowledge of and Attitude Towards Multimodality: Correlations, Influence and Predictions

Session 4: Technology (Room 2.26)

University of Bristol 2016 GSOE Doctoral Conference

2. Bridging the Intergenerational Gap Using Technology to Learn about Bristol

3. Research through Engagement

University of Bristol 2016 GSOE Doctoral Conference

Session 5: Engagement and Learning (Room 1.20)

2. Self-control and Grit in School-age Children

University of Bristol 2016 GSOE Doctoral Conference

3. Equality, Trust and Student Agency: a Multi-method Study of Quaker Schooling

Session 6: Research Roundtable (Room 1.21)

Session 7: International Students in the UK (Room 2.26)

University of Bristol 2016 GSOE Doctoral Conference

2. Integrating the Teaching of Logic and Coherence to International Students

3. EU/International Doctoral Students' Psychological Wellbeing during their Cross-cultural

University of Bristol 2016 GSOE Doctoral Conference

Session 8: Higher Education Research (Room 1.20)

2. Service Learning: Challenging, and Challenged by, the Academy

University of Bristol 2016 GSOE Doctoral Conference

Session 9: By the Fireplace Life after the PhD: Securing a Post-doc

University of Bristol 2016 GSOE Doctoral Conference

University of Bristol 2016 GSOE Doctoral Conference

3. Older adults and the use of digital technologies in everyday practice

4. Teachers perceptions of teaching thinking skills in the lens of Computational thinking

University of Bristol 2016 GSOE Doctoral Conference

3. Implementing a Multicultural Curriculum in the Primary School Classroom: A Narrative

University of Bristol 2016 GSOE Doctoral Conference

University of Bristol 2016 GSOE Doctoral Conference

Day 2 Wednesday June 1st 2016

2. Bridge the Gap: Challenges in Research in Neuroscience and Education

University of Bristol 2016 GSOE Doctoral Conference

Session 11: Multicultural Education (Room 2.26)

University of Bristol 2016 GSOE Doctoral Conference

Session 12: Innovative Teaching: Pushing the Boundaries (Room 1.21)

2. Exploring Mathematics Examples from a Teacher and Student Perspective

Session 13: Comparative Education (Room 2.26)

University of Bristol 2016 GSOE Doctoral Conference

Session 14: Changing Perspectives (Room: 1.21)

University of Bristol 2016 GSOE Doctoral Conference