Research Students' Annual Conference (RSAC) 2010 - School of ...

School of Education
FACULTY OF EDUCATION, SOCIAL SCIENCES AND LAW
Research Students‘ Annual
Conference
(RSAC) 2010
24 November, University House, University of Leeds

School of Education Research Students’ Annual Conference (RSAC) 2010
24 November, University House, University of Leeds
Welcome
We are pleased to welcome you to the Seventh Research Students Annual Conference (RSAC
2010) of the School of Education. This is an important annual event in the School‘s calendar
as it brings research students together to present various aspects of their studies in a friendly,
supportive environment. As has been the case in previous years, we are sure that the
presentations will prove to be varied, interesting and stimulating.
We are delighted to welcome Professor Gary Thomas as the keynote speaker for this year‘s
conference. For the first time, we also welcome the participation of research students from the
University of York and the University of Sheffield and, in addition, a group of Masters
students from the University of Leeds. The organising committee wishes to thank the research
students who have volunteered to make presentations and also encourage those who were not
able to present today to take advantage of such opportunities in future.
Finally, because this event is organised ―by students for students‖, we invite research students
to volunteer to serve in the committee that will organise the RSAC for the year 2011.
We hope that you enjoy the day.
Thank you.
The Organising Committee:
Research Students
Abdullah Alnutaifi
Ahmad Sohail Lodhi
An-Chi Chen (Angy)
Arthur Galamba
Mike Hickman
Paul Colewood
Shahzada Qaisar
Staff
Aleksandra Szweda
John Monaghan
1

School of Education Research Students’ Annual Conference (RSAC) 2010
24 November, University House, University of Leeds
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School of Education Research Students’ Annual Conference (RSAC) 2010
24 November, University House, University of Leeds
The programme
9.15 - 9.45 Registration, tea and coffee, badges and packs
9.45 -
10.00
10.00 -
10.25
10.30 –
10.55
11.00 –
11.25
Welcome address
Great Woodhouse Room
(Chair – Abdullah)
Nahieli Greaves
Decision-making on
pseudoscientific issues: the
role of the nature of science
Luis Jiro Suzuri-Hernandez
Exploring school students‘
views of the nature of science
Arthur Galamba
The contribution of the poet,
historian and science educator
Rómulo de Carvalho to science
education in Portugal
St. George
(Chair – Ahmad)
Michael Hepworth
The teaching and learning of
spoken argumentation in
ESOL classrooms
Mike Hickman
Digital audio for self-efficacy
Shahzada Qaisar
The effects of collaborative
group work lessons in
Mathematics as an alternative
method for concept
development of the students
at elementary level in
Pakistan.
11.30 –
11.40 COFFEE BREAK
11.40 –
12.05
12.10 –
12.35
12.40 –
1.05
Beech Grove
(Chair – Paul)
Maria Tress
Resilience in Academia: A
study of Latin-American
Academics Coping in their
Workplace in the UK
Kyriakos Demetriou
Information Communication
Technology: a tool for
Inclusion in Cyprus
(Chair – Arthur) (Chair – Angy) (Chair – Mike)
Hui-Fen Wu
Learning from experience:
teacher/parent narratives about
the emotional lives of preschool
autistic children
Paul Colewood
Methodological
considerations in
interviewing children of
primary school age
Shaista Shirazi
The relationship of student
experience of school science to
post-16 science take-up
Jeff Potter
Vocational education and
training for the childcare
profession
Paula Rebolledo
Exploring action research on
a professional development
course in Chile
Carrie Birch
An investigation of learning
culture in socially excluded
communities.
Suad Al Fori
A Dot in a Whole Circle –
how parental partnership is
perceived and promoted by
the Ministry of Education
(MOE) in Oman to help
pupils, specifically those
with Specific Learning
Difficulties
Wan Wan
Using Metaphorical
Conceptualisation to
Construct and Develop
EFL Students‘ Writing:
An Exploratory Study
1.10 – 2.00 LUNCH AND POSTER DISPLAY
2.00 – 3.00
Plenary: Reductionism, holism, context and theory - what is case study?
Professor Gary Thomas, Head of School of Education, University of Birmingham
3.00 – 3.15 TEA BREAK
3.15 – 4.00
Panel session: considering questions raised during the course of the day
Chairs: Mike Hickman, Paul Colewood
4.00 – 4.15 Closing and certificates
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Room 2 /
St
George
Room1 / Great Woodhouse
School of Education Research Students’ Annual Conference (RSAC) 2010
24 November, University House, University of Leeds
Abstracts
Name
Email
Title
10.00 – 10.25 Parallel sessions 1
Nahieli Greaves
nahielig@yahoo.com
Decision-making on pseudoscientific issues: the role of the nature of science
It has been argued that a sophisticated understanding of the nature of science (NOS) can help students
distinguish between science and pseudoscience. However, up until now the role played by the NOS in
decision-making about pseudoscientific issues remains controversial. As part of this study, the role
played by the NOS in decisions about pseudoscientific issues, and whether its use is itself influenced
by the context, were assessed. Three scenarios were designed to probe students‘ decision-making and
its underlying rationale: weight-loss pills, Aids denialism and quantum medicine. The first two
touched upon topics students were familiar with, whereas the last was new to them. 128
undergraduates were asked to make, and justify, a decision about whether to use a therapy or health
product. They tended to reject the claims made by Aids denialists and weight-loss pills sellers, while
remaining open to the claims of quantum medicine advocates. Whenever students used the NOS to
justify their decisions, they rejected the pseudoscientific claims. In contrast, justifications outside the
scope of the NOS led students to accept them. These findings suggest that the NOS is useful in
distinguishing science from pseudoscience, independently of the context.
Name
Email
Title
10.00 – 10.25 Parallel sessions 2
Michael Hepworth
edmdh@leeds.ac.uk
The teaching and learning of spoken argumentation in ESOL classrooms
What is argumentation? How do teachers and learners engage with it in ESOL classrooms?
In this session I will present a short stretch of data gathered as part of my investigation into the
teaching and learning of argumentation in an ESOL context. This data will form the basis of the rest
of the presentation and some discussion.
4

Room1 / Great Woodhouse
Room 3 / Beech Grove
School of Education Research Students’ Annual Conference (RSAC) 2010
24 November, University House, University of Leeds
Name
Email
Title
10.00 – 10.25 Parallel sessions 3
Maria Tress
edmbt@leeds.ac.uk
Resilience in Academia: A study of Latin-American academics coping in their workplace in
the UK
Fundamentally, resilience in the workplace can be considered as the ability to bounce back from
adversity while maintaining personal and corporate integrity (McDargh, 2002). Most of resilience
research has focused on children, adolescents and clearly disadvantaged individuals, paying few
attention to the Higher Education sector. Hence this study focuses on the resilient attitudes of 20
Latin-American academics within various universities in the United Kingdom. Through in-depth
interviews, it is expected to reveal what kind of challenges and/or demands these academics face and
the ways that they cope with such challenges in their work life. Even though this study is a still at the
data collection stage, findings obtained from a preliminary analysis will be discussed.
References:
McDargh, E. (2002) The resilient spirit: Heart talk for staying rightside up in a world that's upside
down. USA: Loch Lomond Press
Name
Email
Title
10.30 – 10.55 Parallel sessions 1
Luis Jiro Suzuri-Hernandez
Ijsh500@york.ac.uk
Exploring school students’ views of the nature of science
As part of a larger project to develop and validate an instrument suitable for the summative
assessment of 16-year old students‘ understandings of the nature of science (NoS), fourteen focus
groups were conducted with English and Mexican students with the aim of exploring their views. The
aspects of the NoS covered in the focus groups were: (a) difference between data and explanation; (b)
theory-ladenness of data; (c) role of imagination in coming up with explanations; (d) nature of the
scientific method; (e) underdetermination of explanation by data; (f) grounds for belief in an
explanation; and (g) tentativeness of scientific knowledge. Results suggest that students tend to have
an inconsistent understanding of the NoS: while their views about a particular aspect might be
nuanced and/or developed, those of another might be naïve and/or equivocal. Furthermore, students
appear to lack an adequate supply of scientific examples—historical or contemporary—upon which to
base their thinking. These findings have important implications for future research on, and the
teaching of, the NoS: adequate views do not warrant the assumption that students possess consistent
or more than superficial understandings of the NoS.
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Room 3 / Beech Grove
Room 2 / St George
School of Education Research Students’ Annual Conference (RSAC) 2010
24 November, University House, University of Leeds
Name
Email
Title
10.30 – 10.55 Parallel sessions 2
Mike Hickman
m.hickman@yorksj.ac.uk
Digital audio for self-efficacy
This workshop will focus on teacher trainee use of digital audio within an Initial Teacher Education
maths module. Given the need for trainees to develop an understanding of the importance of ‗talk‘ in
the primary classroom and within mathematical problem solving, podcasting/digital audio was
considered the most appropriate vehicle.
Informed by initial experiences of employing podcasting/digital audio to support feedback and
provide additional subject knowledge input, it is now proposed that audio material (recorded and
analysed by the trainees within group tasks) will be used to support problem-solving strategies/selfefficacy
in mathematics teaching. The ambition is for students to not only engage with vital
pedagogy for the classroom but also extend their thinking through more considered investigation of
peer responses to given problems (more than would be possible within the time constraints of a
normal session).
Key questions to be considered include: What kinds of discussions should the teacher be initiating
with children? What counts as a high quality response to such a task? The digital audio recordings
will enable trainees to interrogate their own responses (and, indeed, their approach to problem
solving), informed by work such as Mercer‘s (1995) ideas of cumulative, disputational and
exploratory talk.
Name
Email
Title
10.30 – 10.55 Parallel sessions 3
Kyriakos Demetriou
kdemetriou@gmail.com
Information communication technology: a tool for inclusion in Cyprus
In the 1990s, the philosophy of integration of children with SEN in mainstream schools shifted into a
higher target of the contemporary educational trend of Inclusion. Inclusion portrays a broader vision
of integration emphasising the rebuilding of the curricular supplies in order for them to be accessible
to all pupils as individuals and increases the likelihood that all teachers will have the opportunity to
have children with SEN in their classroom at some stage in their careers. There is strong literature
evidence that Information Communication Technology can be used as an ultimate tool to support
Inclusion and that it can help teachers to differentiate their instruction, and thus, equalize the learning
opportunities and physical access for every single student in the mainstream classroom. In Cyprus,
the single-computer classroom model provides restricted facilities to teachers who face difficulties for
embedding ICT in their instruction due to limited resources. As such, it would be beneficial to
investigate how the single-computer model can be used for promoting inclusion in mainstream
classrooms in Cyprus. My presentation outlines the framework for the study and the questions it
seeks to address.
6

Room1 / Great
Woodhouse
Room2 / St.
George
Room1 / Great
Woodhouse
School of Education Research Students’ Annual Conference (RSAC) 2010
24 November, University House, University of Leeds
Name
Email
Title
11.00 – 11.25 Parallel sessions 1
Arthur Galamba
edaa@leeds.ac.uk
The contribution of the poet, historian and science educator Romulo de Carvalho to science
education in Portugal
From the beginning of the twentieth century, science education in Portugal was highly influenced by
the Anglophonic literature, with strong emphasis on experimental demonstration and laboratory
activities – the heuristic methodology. Speaking about his intervention in a curriculum Reform in
1947, Carvalho has acknowledged his ideas were radically opposed to what was being carried out
before. It is not clear, however, what were the sources of Carvalho‘s pedagogy rationale and, more
important, what his ideas represented in the history of science teaching in Portugal.
In this presentation I try to shed light on the following questions:
What did such a multifaceted science educator think about science teaching? In what educational
context is his work found? Did he receive any influence from educators worldwide?
Name
Email
Title
11.00 – 11.25 Parallel sessions 2
Shahzada Qaisar
edsq@leeds.ac.uk
The effects of collaborative group work lessons in Mathematics as an alternative method for
concept development of the students at elementary level in Pakistan
My research examines the impact of implementing an intervention in upper primary mathematics
lessons in Pakistan. This is evaluated not by the direct evidence of learning impact in an experimental
model, but through the indirect evidence of its effects on student interaction and attitudes. The data
sources are classroom observations, audio and video recordings, field notes and interviews. I‘m
currently in the data analysis phase. In the presentation, I will share the different challenges that I face
in developing the analytical framework to analyse the students‘ discourse during collaborative group
work.
Name
Email
Title
11.40 – 12.05 Parallel sessions 1
Hui-Fen Wu
edp09hw@shef.ac.uk
Learning from experience: teacher/parent narratives about the emotional lives of pre-school
autistic children
The aim of the research design is to look for common ground and to what extent autistic individuals
experience and cope with emotions. In this study, parents and teachers of preschool children who
have been diagnosed with ASD will be the participants. It is my intention to select the parents and
teachers of two preschool autistic children from the UK and two from Taiwan. In each country one
child will be from mainstream classes and one from special(resource) classes. The researcher has
chosen interpretative phenomenological analysis (IPA) for the research approach. The semistructured
interviews will be designed to gather information from current school teachers and parents
rather than the students directly in order to obtain relevant data and obviate the influence of the
relationship between the interviewer and the student which has not been influenced by the presence of
the interviewer.
7

Room1 / Great
Woodhouse
Room 3 / Beech Grove
Room2 / St. George
School of Education Research Students’ Annual Conference (RSAC) 2010
24 November, University House, University of Leeds
Name
Email
Title
11.40 – 12.05 Parallel sessions 2
Jeff Potter
jeff.potter@leedscitycollege.ac.uk
Vocational education and training for the childcare profession
The research will investigate changes to childcare qualifications (at Level 3 – post 16) using
interviews and questionnaires with FE practitioners, childcare and education providers, Higher
education staff and representatives from awarding bodies and government departments. The changes
to childcare qualifications started with the Children‘s Workforce Development Council (CWDC)
designing a new Level 3 qualification to replace all existing college and work based routes. The study
aims to use Leeds City College as a base for exploring opinion amongst the further education staff
and managers delivering the existing childcare qualifications. The study is exploratory in nature,
using a mixture of quantitative and qualitative data to highlight what the changes will mean, how they
will affect those involved and why the changes have happened.
Name
Email
Title
11.40 – 12.05 Parallel sessions 3
Suad Al Fori
widdyff@yahoo.com
A dot in a whole circle!
The study looks at how parental partnership is perceived and promoted by the Ministry of Education
(MOE) in Oman to help pupils, specifically those with Specific Learning Difficulties. It employs
qualitative research methods to investigate policies, structures and practices of parental partnership in
Oman. To achieve the research aims and answer the research questions the research is carried out in
multi-levels with different groups being targeted and various methods being used to collect data.
Preliminary results show that there are some good promising practices and efforts to promote parental
partnership in Oman; and there is still a lot to be done. A great deal of work on parental partnership
seem to be based on individual efforts of some personnel in schools, the regional directorate and the
Ministry, and thus it lacks consistency, because, when it comes to parental partnership, there seems to
be little dialogue between them. The professionalism model of partnership, emphasizing the
dominance of the teacher, seems to be prevalent, which could have resulted in the passive role of
many parents‘ in their children‘s learning. The preliminary results are discussed in terms of policies,
funding and accountability and private tuition with respect to parental involvement.
Name
Email
Title
12.10 – 12.35 Parallel sessions 1
Paul Colewood
ed08pcc@leeds.ac.uk
Methodological considerations in interviewing children of primary school age
In recent years there have been significant developments in the methodological techniques used for
consulting with children in social science research, with a wide range of studies in a variety of fields
concerned with listening to the voices of children. This can be seen to be part of a broader change in
conception which, instead of regarding children as peripheral figures to be ―seen and not heard‖,
attaches central importance to the perspectives, actions and attitudes of children.
In this presentation I shall focus on the methodological issues which require special attention when
interviewing children of primary school age. This will include a consideration of the extent to which
research with children is potentially different to research with adults, together with an overview of
some of the key aspects which need to be addressed when interviewing children of this age. As well
as considering relevant literature and research, the presentation will draw on the findings of my own
pilot study.
8

Room 3 / Beech Grove
Room2 / St. George
School of Education Research Students’ Annual Conference (RSAC) 2010
24 November, University House, University of Leeds
Name
Email
Title
12.10 – 12.35 Parallel sessions 2
Paula Rebolledo
prebolledoc@gmail.com
Exploring action research on a professional development course in Chile
The different models of action research found in the literature pose a difficulty when it
comes to provide a clear-cut definition of what it is, promotes and how it is done.
Despite such variety action research has become part of teachers‘ education
programmes for several years as it is claimed it promotes teachers‘ professional
development, critical reflection as well as emancipation and curriculum development. In
this light, educational innovations in Chile have also called for training about action
research in in-service courses for English teachers in the country. This research
explores the model of action research which underpins these in-service courses
according to course designers, teacher trainers and course participants (ELT teachers),
the topic areas they researched, the challenges they faced and to what extent action
research has contributed to their professional development during and after the course has ended.
Name
Email
Title
12.10 – 12.35 Parallel sessions 3
Wan Wan
ww510@york.ac.uk
Using metaphorical conceptualisation to construct and develop EFL students’ writing: an
exploratory study
Building on the hypothesis that metaphor awareness in a context-sensitive intervention can lead to
changes in behaviour, and particularly to improvement in L2 academic writing knowledge and skills
(Villamil & de Guerrero, 2005; Hart, 2009), this longitudinal study aims to generate knowledge about
EFL university students‘ on-going understanding of academic writing beliefs via an analysis of the
metaphors and similes they create and employ in a set of decontextualised ―complete a
metaphor/simile‖ tasks. Metaphor is treated as a symbolic mediating tool, facilitating participants‘
mental engagement and learning (of writing) (Lakoff& Johnson, 1980; Lantolf, 2006) and helping
participants identify their beliefs (about academic writing). The study followed a group of seven L2
MA students in the context of a 9-session writing seminar for a period of an academic year (2009/10).
Data sources included observations of classrooms, interviews, and required writing tasks. Data
gathered from these sources also involved student-generated metaphors about writing. The results
showed that metaphorical conceptualization on students‘ beliefs of writing resulted in a variety of
realizations that improved students‘ ability to construct and reflect on the processes and products of
academic writing and ultimately help them identify their writing difficulty and/or problems.
References:
Hart, G. (2009). Composing metaphors: metaphors for writing in the composition classroom.
Unpublished PhD thesis. Department of English, Ohio University.
Lakoff, G., & Johnson; M (1980). Metaphors we live-by. Chicago: The University of Chicago Press.
Lantolf, J. P. (2006). Conceptual knowledge and instructed second language learning: A sociocultural
perspective. In. S. Fotos& H. Nassaji (Eds.). Form focused instruction and teacher education: studies
in honour of Rod Ellis. (pp. 35-54). Oxford: Oxford University Press.
Villamil, O. S., & M. C. de Guerrero. (2005). Constructing theoretical notions of L2 writing through
metaphor conceptualization. In N. Bartels (Ed.), Applied linguistics in language teacher education
(pp. 79-90). NY: Springer.
9

Room2 / St. George
Room1 / Great
Woodhouse
School of Education Research Students’ Annual Conference (RSAC) 2010
24 November, University House, University of Leeds
Name
Email
Title
12.40 – 1.05 Parallel sessions 1
Shaista Shirazi
edsms@leeds.ac.uk
The relationship of student experience of school science to post-16 science take-up
Perceptions of school science may be an influential factor in the decision to take up science once it is
no longer compulsory. This study aims to investigate which factors in their school experience impact
upon a student‘s decision to take science or not post-16. The study looks at the broad pattern of
students‘ experience of school science and compares responses of students who have chosen to take
science at post-16 with those who have decided not to take science.
The exploration of students‘ responses is based on the ‗storyline method‘ in which students draw a
storyline to show high and low points in their school experience. Questionnaires will be completed by
sixth form students to show their perceptions of school science as they progressed through secondary
school. This will be supported by written explanations of high and low points in their storyline
graphs. The study is enhanced with narratives from students through in-depth interviews detailing
perceptions of school science as well as the influences impacting on whether they choose science or
not at post-16.
Name
Email
Title
12.40 – 1.05 Parallel sessions 2
Carrie Birch
carriebirchdirect@yahoo.co.uk
An investigation of learning culture in socially extended communities
The presentation is based on findings from three interlinked studies undertaken for my thesis. I
explore the idea of learning cultures in socially excluded communities, differences between cultures
of community and state, and their implications for provision. I describe the impact of early
experiences on educational achievement, attitudes to learning, and identity in adult life. Concepts
relevant to the research are social exclusion, educational identity, social capital, learning, culture and
social inequality. I account for my methodology, using life history as a method and highlighting
participants‘ narratives.
The three studies reported were undertaken in one community. The first study provides evidence of
the nature of the community, its culture and social networks as perceived by local residents. The
second study focuses on the experiences of adults who had not participated in learning since leaving
school. Findings include the impact of early education on participants‘ adult identities and attitudes
to learning, high incidence of trauma and low confidence. The third study reports on the life
narratives, with findings including changes in attitudes and educational identities of participants in a
project which offered opportunities to learn and reflect on their own lives. Contributions to
knowledge are also reported.
10

Room 1 /
Great Woodhouse
Room 1 /
Great
Woodhouse
School of Education Research Students’ Annual Conference (RSAC) 2010
24 November, University House, University of Leeds
Name
Email
Title
Gary Thomas
2.00 – 3.00 Plenary: Professor Gary Thomas
g.thomas.3@bham.ac.uk
Reductionism, holism, context and theory - what is case study?
Case study gets a bad press. It is taken to be anecdotal and unstructured. Focused on the individual,
there is no possibility of generalisation from it. So what use is it? By looking at the history of holism
and reductionism in the history of ideas and the benefits that can come from seeing the whole system
working with integrity (if not with purpose or good purpose), I shall argue for the value of case study
in understanding what goes on in education.
Chairs
Topic
3.15 – 4.00 Panel session
Mike Hickman, Paul Colewood
Consideration of questions raised during the day
In each of the presentations, cards and a flipchart are available for the collection of questions from
attendees. These are maintained throughout the day and shared with presenters.
The questions collected will be displayed and the chairs of the session will choose particular
questions to put to the panel of presenters as a whole. The audience is also welcome to contribute.
We hope that this will be an informal, interactive conclusion to the day‘s presentations.
11

School of Education Research Students’ Annual Conference (RSAC) 2010
24 November, University House, University of Leeds
Staff:
List of participants
# Name # Name
1 Aisha Walker 16 Martin Wedell
2 Aleksandra Szweda 17 Mary Chambers
3 Chris Kyriacou 18 Matt Homer
4 Heather Sears 19 Niamh Tooher
5 Helen Bradbury 20 Penelope Robinson
6 Indira Banner 21 Peter Pool
7 James Simpson 22 Phil Jones
8 Jaume Ametller 23 Phil Scott
9 Jean Conteh 24 Roger Tattersall
10 Jim Donnelly 25 Ruth Garbutt
11 Jim Ryder 26 Sue Haines
12 John Monaghan 27 Sue Long
13 John Threlfall 28 Sue Pearson
14 Linda Evans 29 Sudha Raghavan
15 Louise Greaves 30 Tom Roper
12

School of Education Research Students’ Annual Conference (RSAC) 2010
24 November, University House, University of Leeds
Research Students:
List of participants
#
Name # Name
1 Abdullah M. Alnutaifi 30 Kwengnam Kim
2 Ahmad Sohail Lodhi 31 Kyriakos Demetriou
Aleksandrs Zlatopolskis Luis Jiro Suzuri-
3
32
Hernandez
4 Amira Al-Shabibi 33 Maria Bertani Tress
5 An-Chi Chen 34 Maria Turkenburg
6 Andrew Gunn 35 Michael Hepworth
7 Arthur Galamba 36 Mike Hickman
Ashraf Darwish
Mohammmed Yhya M
8
37
Ali
9 Atiyyah Edwards 38 Munira Said Al Siyabi
10 Carla Assuncao 39 Munirah Abd Hamid
11 Carrie Birch 40 Mutlu Cukurova
Chris Markham
Nahieli Greaves-
12
41
Fernandez
13 Dora Orfanidou 42 Nasrin Altuwairesh
14 Eleni Slvva 43 Nicolae Ionela Cristina
15 Elisavet Stylianou 44 Nitchaya Boonma
16
Ghada Alhudaithi
Nor Haslynda A.
45
Rahman
17
Golebamang Galegane Nuzul Harlina Abdul
46
Rahman
18 Halima Al-Badwawi 47 Omeir Alenezi
19 Helen Jang 48 Owens Berunga
20 Helen Morris 49 Paul Colewood
21 Hetal Shukla 50 Paula Rebolledo
22 Hilda Donkor 51 Rebecca Kay Pritchard
23 Hui-Fen Wu 52 Shahzada Qaisar
24 Hye Won Kim 53 Shaista Shirazi
25 Irene Vanderpuye 54 Siti Raudhah Amri
26 Jane Reas 55 Suad Al Fori
27 Jeff Potter 56 Svava Petursdottir
28 Karen Manriquez 57 Valerie Nave
29 Khalid Altayyar 58 Wan Wan
13

School of Education Research Students’ Annual Conference (RSAC) 2010
24 November, University House, University of Leeds
14