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

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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
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