An overview of the IOE with a focus on the work of CCM
102
9/29/2020
The study focuses on the practice and development of principals as learning-centred leaders, as well as their impact on the social capital of individuals and groups within the school. The topic is approached through a framework of Bourdieu’s social theory and his concepts Habitus, Field, Capital, and Agency, thus, critically viewing and analysing leadership and context as well as their interrelationship. The purpose of the study was to find out how principalship is perceived and practiced in international schools context, and how the interplay of agency and structure influences practice and leadership development across the school. The study also investigated the impact of learning-centred leadership on the social capital of groups and individuals within the school, thus, viewing leadership as a social transformation activity.
102
6/15/2020
We are continuing to run the Term 3 programme of research seminars as webinars. As with normal seminars, everyone is able to join live at the time and, technology permitting, there will be a recording available afterwards for UCL members on the Moodle course for DLL Research Seminars: https://moodle.ucl.ac.uk/course/view.php?id=19643 Look forward to "seeing" you there!
In this DLL Research Webinar, Dr Tammy Campbell (LSE) uses data from the Millennium Cohort Study (MCS) to examine two factors predicting children’s maths self-concept at age 11. Maths self-concept is important, not least because it affects choices of educational pathways and because it influences attainment. Previous research indicates consistently that girls are more likely to have a lower sense of their capability in maths than boys. Additionally, both ‘ability’ grouping and teacher judgements have been evidenced as affecting children’s self-concepts.
147
6/4/2020
Tanya Ovenden-Hope (Professor of Education at Plymouth Marjon University and Lead Marjon University Cornwall) presenting on her research on early career teacher retention and research conducted with Dr Rowena Passy exploring education isolation. There is some disagreement emerging in academia on the relationship between school location and pupil attainment. However, school leaders face place-based challenges that are not regional, but more contextual. Prof Ovenden-Hope has applied ten years’ of research with Dr Rowena Passy on coastal and rural schools, and research on teacher retention, to conceptualise ‘educational isolation’. In this seminar she will discuss the complexity in defining educational isolation beyond geographical remoteness, recognising the contextual situation of the school ‘place’, including socioeconomic and cultural opportunities in the community.
183
5/21/2020
This webinar explores the theory, practice and policy implications of school peer reviews for educational improvement and accountability.
Introduction - Professor Peter Earley
Peer review: improvement or policing? - Toby Greany
Review of case study examples and data to analyse how peer review reflects the three forms of isomorphism (coercive, mimetic and normative) identified by DiMaggio and Powell (1983).
Empowerment evaluation - Kerrie Ikin describes the findings of a three-year school peer-review research project conducted within the New South Wales government education system. The research compares an empowerment evaluation approach with a participatory and collaborative one.
Research-informed peer review - Karen Spence Thomas and David Godfrey
The Schools Partnership Programme - Anne Cameron and Maggie Farrar
The future: conceptions of peer review, standards, expansion? - David Godfrey
Q&A chaired by Professor Peter Earley.
383
5/20/2020
In this online webinar, Vaughan Connolly presents preliminary findings from a PhD study of workload complexity and its relationship with teacher retention.
As the retention of teachers becomes more critical, the importance of teachers' work contexts is of growing significance.
So far the benefits of reducing the workload associated with marking and planning have been well supported. However, the complexity of teachers’ timetables remains an under-explored, yet policy friendly consideration.
This complexity may impact levels of marking and preparation, in addition to the quality of teachers' professional relationships, which have been shown to lead to burnout and an intention to move schools, or to leave teaching.
110
5/20/2020