Conference Agenda
Overview and details of the sessions of this conference. Please select a date or location to show only sessions at that day or location. Please select a single session for detailed view (with abstracts and downloads if available).
Please note that all times are shown in the time zone of the conference. The current conference time is: 15th June 2024, 04:52:05am IST
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Session Overview |
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P42.P8.CRPLN: Paper Session
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ID: 108
/ P42.P8.CRPLN: 1
Crisis Response in Education Network Individual Paper Orientation of proposal: This contribution is mainly an academic research contribution. ICSEI Congress Sub-theme: Policy and practice learning to support teacher and school leader development Addressing Burnout Among Newly Qualified Teachers: What Impact can Induction Programmes Have? University of Stavanger, Norway References
Hiim, H., & Hippe, E. (2003). Undervisningsplanlægning for faglærere [Lesson planning for teachers]. Gyldendal Uddannelse. Klusmann, U., Richter, D. & Ludtke, O. (2016). Teachers' Emotional Exhaustion Is Negatively Related to Students' Achievement: Evidence from a Large-Scale Assessment Study. Journal of Educational Psychology, 108(8). Moser, A., & Korstjens, I. (2018). Series: Practical guidance to qualitative research. Part 3: Sampling, data collection and analysis. European Journal of General Practice, 24(1), 9-18. ID: 412
/ P42.P8.CRPLN: 2
Crisis Response in Education Network Individual Paper Orientation of proposal: This contribution is mainly a practioner, policy maker or community member contribution. ICSEI Congress Sub-theme: Policy and practice learning to support teacher and school leader development The Significance of Teacher Effectiveness in the Provision of Quality Basic Education for Internally Displaced Children in Nigeria. University of Southampton, United Kingdom References
Bertoni, E., Maio, M. D., Molini, V. & Nistico, R. (2019). Education is forbidden: The effect of the Boko Haram conflict on education in North-East Nigeria. Journal of Development Economics, 141(102249) DES (1983). The White Paper: Teaching Quality. Education in England – The history of our schools. http://www.educationengland.org.uk/documents/wp1983/index.html Dryden-Peterson, S., Dahya, N., & Adelman, E. (2017). Pathways to Educational Success Among Refugees: Connecting Locally and Globally Situated Resources. American Educational Research Journal, 54(6), pp. 1011-1047 Green, H. (2004). Professional Standards for Teachers & School Leaders: A key to School Improvement. Routledge Falmer Oxfordshire Wilson, J.D. (1988). Appraising Teaching Quality. British Library Cataloguing Publication Data ID: 429
/ P42.P8.CRPLN: 3
Crisis Response in Education Network Individual Paper Orientation of proposal: This contribution is mainly a practioner, policy maker or community member contribution. ICSEI Congress Sub-theme: Leading schools and education systems that promote equity, inclusion, belonging, diversity, social justice, global citizenship and/ or environmental sustainability Taking Financial Inclusion Support To Families Through Schools: Learning From The FISO Programme In Glasgow University of Glasgow | ICSEI, United Kingdom References
Centre for Civic Innovation/Glasgow City Council. 2021. Child Poverty: Understanding the Impact of the COVID-19 Pandemic. Access here. Centre for Civic Innovation/Glasgow City Council. 2020. Child Poverty in Glasgow Report 2020. Churchill, S. A., & Marisetty, V. B. 2020. Financial inclusion and poverty: A tale of forty-five thousand households. Applied Economics, 52(16), 1777-1788. https://doi.org/10.1080/00036846.2019.1678732 Evans, K. et al. (eds) 2021. The Big Book of Whole School Wellbeing. London: SAGE. Glasgow City Council’s Local Child Poverty Action Reports: 2019 | 2020 | 2021 Grohmann, A., Klühs, T., & Menkhoff, L. 2018. Does financial literacy improve financial inclusion? cross country evidence. World Development, 111, 84-96. https://doi.org/10.1016/j.worlddev.2018.06.020 Habyarimana, J., & Jack, W. 2022. High hopes: Experimental evidence on financial inclusion and the transition to high school in kenya. Economic Development and Cultural Change, https://doi.org/10.1086/723068 Kazemikhasragh, A., & Buoni Pineda, M. V. 2022. Financial inclusion and education: An empirical study of financial inclusion in the face of the pandemic emergency due to Covid‐19 in latin america and the caribbean. Review of Development Economics, 26(3), 1785-1797. https://doi.org/10.1111/rode.12884 Koomson, I., & Afoakwah, C. 2023. Can financial inclusion improve children's learning outcomes and late school enrolment in a developing country? Applied Economics, 55(3), 237-254. https://doi.org/10.1080/00036846.2022.2086683 Koomson, I., Villano, R. A., & Hadley, D. 2020. Effect of financial inclusion on poverty and vulnerability to poverty: Evidence using a multidimensional measure of financial inclusion. Social Indicators Research, 149(2), 613-639. https://doi.org/10.1007/s11205-019-02263-0 Offiong, A. I., Bassey Riman, H., James, G. B., Ogar, A., Okon, E. E., & Mboto, H. W. 2021. Primary school enrolment rate, completion rate and gender balancing in nigeria; the financial inclusion perspective. International Journal of Social Economics, 48(4), 602-621. https://doi.org/10.1108/IJSE-04-2020-0205 Scottish Government. 2021. Child Poverty Analysis. Scottish Government. 2018. Every child, every chance: tackling child poverty delivery plan 2018-2022. ID: 376
/ P42.P8.CRPLN: 4
Network of Professional Learning Networks Individual Paper Orientation of proposal: This contribution is mainly an academic research contribution. ICSEI Congress Sub-theme: Leveraging research and data for inquiry, insight, innovation and professional learning Irish-medium Teacher Competences: The Spectrum of Change 1St Mary's University College Belfast, United Kingdom; 2University of Cork References
Cammarata, L. & Ó Ceallaigh, T.J. (eds.) (2020) Teacher development for immersion and content-based instruction. Benjamins. Mac Corraidh, S. (2008) Ar thóir an dea-chleachtais: The quest for best practice in Irish-medium primary schools in Belfast. Belfast: Cló Ollscoil na Banríona. Ó Ceallaigh, T. J. & Ní Shéaghdha, A. (2017) Critéir aitheantais cuí um dhearbhú cáilíochta agus dea-chleachtais do bhunscoileanna agus iarbhunscoileanna lán-Ghaeilge ar bhonn uile Éireann. Dublin: Gaeloideachas. Ó Ceallaigh, T. J. & Ó Laoire, M. (eds.) (2021) An Tumoideachas: Deiseanna agus Dea-chleachtais. An Dara Comhdháil Taighde Uile-Oileánda ar an Tumoideachas: Imeachtaí Comhdhála / The Second All-Ireland Research Conference on Immersion Education: Conference Proceedings. Available www.cogg.ie Ó Ceallaigh, T.J., Ó Laoire, M. & Uí Chonghaile, M. (2019) Comhtháthú ábhar agus teanga san iarbhunscoil lán-Ghaeilge/Ghaeltachta: I dtreo eispéiris forbartha gairmiúla chun dea-chleachtais a nochtadh. Dublin: An Chomhairle um Oideachas Gaeltachta agus Gaelscolaíochta. Available www.cogg.ie Ó Duibhir, P. (2018) Immersion education: Lessons from a minority language context. Bristol: Multilingual Matters. Shulman, L.S. (1987). Knowledge and teaching: Foundations of a new reform. Harvard Educational Review, 57, (1), 1-21. | ||
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