Conference Agenda

Conceptualizing and Contextualizing Innovation for Educational Change: Exploring the Relationship between Innovation, Leadership, and Capacity Building

Paul Campbell¹, Joan Conway², Dorothy Andrews², Stephen MacGregor³, Rania Sawalhi⁴

1: Education University of Hong Kong, Hong Kong S.A.R., China; 2: University of Southern Queensland, Australia; 3: University of Calgary, Canada; 4: Eduenterprise, Qatar

Changing People and Practices: Contradictions And Tensions In The Built Spaces Of Innovative Learning Environments

Jennifer Louise Charteris¹, Dianne Smardon²

1: Univeristy of New England, Australia; 2: Independent Contractor

Knowledge Building: a Transformative and Innovative Approach to Learning

Silvana Reda, Cassandra Reda Gavin

Caravan Learning Consultants, Canada

Creating Cultures Of Belonging: A Critical Inquiry Approach To Deepening Staff Understanding Of Equity, Inclusion And Diversity

Usha James¹, Jenelee Jones², Cayley Ermter², Sarrah Johnstone²

1: The Critical Thinking Consortium, Canada; 2: Calgary Girls Charter School, Canada

Auxiliary School Leaders: A Missing Component in Distributed Leadership Practice, Research, and Theory

Henry Zink, Craig Hochbein

Lehigh University, United States of America

EdEco Connect - A Working Experiment in Supporting Learning Ecosystem Emergence in South Africa

Robyn Mary Whittaker¹, James Donald², Julie Williamson², Nadeen Moolla³, Helen Vosloo²

1: DBE E3; 2: Kaleidoscope Lights; 3: Marang Education Trust

From Implementing “What Works” To Fostering Agency For Continuous Improvement: Identifying Problem Solving Competencies For School Leaders

Miguel Órdenes González¹, Elizabeth Zumpe², Rick Mintrop³

1: Universidad Diego Portales, Chile; 2: University of Oklahoma; 3: University of California, Berkeley

When Leaders Take The Lead In Improvement Work

Charlotte Ringsmose, Line Skov Hansen

Aalborg Universitet, Denmark

The Best Of Times, The Worst Of Time(s): A Rhythmanalysis Of Leading Schools During And Beyond Lockdown

Toby Greany, Pat Thomson

University of Nottingham, United Kingdom

Building Consensus On School Leadership For Quality Education In Africa

Cyiza Jocelyne Kirezi, Jef Peeraer, Chantal Dusabe Kabanda

VVOB - Education for Development

School Principals' Responsibility for Inclusive School Settings – a Cross-country Comparison

Carolina Dahle

University of South-Eastern Norway, Norway

From Digital Exclusion to Digital Inclusion: Enhancing Parental Self-Efficacy for Home-Based Digital Learning – A Narrative Review

Declan Qualter

University College Dublin, Ireland

Area-based School Partnerships and Equity: Why Context Matters

Paul Wilfred Armstrong, Mel Ainscow

University of Manchester, United Kingdom

Designing Cross-District Site Visits as a Tool for Leadership Training: A Professional Learning Network for District Leaders to Support Immigrant Students

Rebecca Lowenhaupt¹, Edom Tesfa², Jennifer Queenan³, Paulette Andrade¹

1: Boston College, United States of America; 2: Harvard Graduate School of Education, US; 3: CUNY Graduate Center, US

Chilean Preservice Teachers’ Motivations for Joining the Teaching Profession

María Beatriz Fernández², Carmen Montecinos¹, Cristóbal Manaut²

1: Pontificia Universidad Catolica de Valparaíso, Chile; 2: Universidad de Chile

Do Schools’ Inspection Reports and Value-added Estimates Agree on the Effectiveness of Schools? A Comparison of School Performance Feedback from Multiple Sources

Lore Pelgrims

KU Leuven, Belgium

The Role of Home Literacy Environment, Students’ Reading Enjoyment, Motivation and Frequency in Fourth Graders’ Reading Comprehension: A Parallel Mediation Analysis

Renée Claes¹, Jana Laga¹, Katrijn Denies¹, Nele Bleukx¹, Jonas Dockx¹, Hilde Van Keer², Koen Aeseart¹

1: KU Leuven, Belgium; 2: Ghent University

To What Extent Does School Inspection Foster Capacity Building? The Chilean Case

Xavier Vanni, María Fernanda Goñi, Juan Pablo Valenzuela, Millycent Contreras

Centro de Investigación Avanzada en Educación, Universidad de Chile

Do You Understand Us? Establishing Trusting Collaborations Between Researchers and School Practitioners

Katrine Puge

Aarhus University, Denmark

Relationships Between Teachers’ Instructional Leadership Practice With Students’ Thinking Styles And Attitude Towards E-Learning In Selected Secondary Schools In Kuala Lumpur

Norzetty Md Zahir¹, Ahmad Najmuddin Azmi², Chua Yan Piaw³, Loo Fung Ying⁴, Shahrizal Norwawi⁵

1: MINISTRY OF EDUCATION, MALAYSIA; 2: MINISTRY OF EDUCATION, MALAYSIA; 3: UNIVERSITY OF MALAYA, K.LUMPUR, MALAYSIA; 4: UNIVERSITY OF MALAYA, K. LUMPUR, MALAYSIA; 5: MINISTRY OF EDUCATION, MALAYSIA

Preliminary Insights On The Potential Of Research-Practice Collaboration To Create Enabling Spaces For Collaborative Knowledge Creation With Young People in Schools In The Western Cape, South Africa

Magriet Cruywagen

University of Glasgow

Social Justice Imperatives for Undocumented Immigrant Students: Equitable Practices and Inclusive Leadership

Karen Ramlackhan

University of South Florida, United States of America

Life Histories of Women Principals in Relation to Reform

Vicki Park¹, Amanda Datnow²

1: San Diego State University, United States of America; 2: University of California San Diego, United States of America

The Impact of Coaching on Newly Appointed School Leaders

Mihaela Zavašnik

National Education Institute, Slovenia

The Influence of the Circuit Managers on Learner Performance in a Thriving Rural District

Pinkie Euginia Mthembu¹, Sibonelo Blose², Bongani Mkhize³

1: University of Witwatersrand, South Africa; 2: University of Pretoria; 3: University of Johannesburg

Entry to Initial Teacher Education: Effective Assessment of Suitability

Pauline Stephen¹, Elaine Napier²

1: General Teaching Council for Scotland; 2: General Teaching Council for Scotland

Enhancing Collaborative Professionalism in the Dyad of Pre-Service Teacher and Co-Operating Teacher in the Mathematics Classroom

Patricia Nunan

Hibernia College, Ireland

Nurturing Effective All-Age School Leadership: Strategies for Success

John Gilbert Luker

St Mary's University Twickenham, United Kingdom

Student Voice and Participation - Developing and Enabling Student Agency and Potential in Schools

Ingelin Burkeland¹, Patricia M. McNamara², Nina Grieg Viig³

1: KS Consultants AS, Norway; 2: Limerick University; 3: Western Norway University of Applied Sciences

A Collaborative, System-Wide approach to Mental Health and Wellness Educational Research Project: A Wholistic, Multi-Stakeholder Pilot Project

Demetra Mylonas¹, Gina Cherkowski², Erica Makarenko³, Dylan Dean¹

1: Calgary Academy, Canada; 2: Headwater Learning Foundation, Canada; 3: University of Calgary

Representation And Reach: Critical Problems Of Practice For Professional Learning And Sharing Expertise Among And Across Networks Of Educators

Chair(s): Thomas Hatch (Teachers College, Columbia University)

Discussant(s): Thomas Hatch (Teachers College, Columbia University)

Presentations of the Symposium

Who Shares What With Whom?: Layering Social And Content Networks To Improve Knowledge Mobilization

Marie Lockon¹, Alan J Daly¹, Martin Rehm², Anita Caduff^1
1University of California San Diego, ²Universität Regensburg

Representing Education Innovations And Their Implementations For Multi-Stakeholder Audiences: The Case Of HundrED

Crystal Green, Heini Karppinen
HundrED

Scaling Capabilities for Collaborative, Continuous Improvement: Exploring New Possibilities for Open Access Online Learning

Donald Peurach
University of Michigan

Learning Identities: The Challenge for Educators

Chair(s): Pierre Tulowitzki (FHNW University of Applied Sciences and Arts Northwestern Switzerland)

Discussant(s): Pierre Tulowitzki (FHNW University of Applied Sciences and Arts Northwestern Switzerland)

Presentations of the Symposium

English in East and South Asia in the Post-Kachruvian Era: Evolving Identities and New Possibilities

Ee Ling Low
National Institute of Education, Nanyang Technological University, Singapore

Classroom Manager or Learning Partner – How Can Teachers Support Students in Developing Their Identity, And How Can This Influence the Students’ Learning?

Marlen Faannessen¹, Erlend Dehlin^2
1KS Consultant (The Norwegian Association of Local and Regional Authorities), ²Norwegian University of Science and Technology

Exploring Identities: Contrasting Evidence from Canada and South Korea

Dennis Shirley
Boston College

School Belonging From The ‘Outside-In’

Chair(s): (Professor) Kathryn Riley (Institute of Education, UCL)

Discussant(s): Anton Florek (Staff College UK)

Presentations of the Symposium

The Dance of Leadership: Internal Belonging and External Constraints

Karen Louis
University of Minnesota

A place-based Approach to Enabling Young People to Create Their Sense of Social Belonging

Helene Elvstrand, Lina Lago, Sanna Hedrén
Linköpings university Sweden

From Knowing to Being - Bridging The Gap Between Knowing And Doing In Leadership Development

Heather Lee De Blasio

Grift Education, Australia

Supporting And Nurturing School Leaders: Professional Learning That Develops An Inquiry Stance Toward Instructional Leadership

Usha James¹, Shelley Warkentin², Kellie Wrigley³, Leslie Stewart Rose⁴

1: The Critical Thinking Consortium, Canada; 2: Seven Oaks School Division, Canada; 3: Superior Greenstone School Division, Canada; 4: University of Toronto

Curious And Curiouser: The Lived Experience Of Women Who Have Opened The Pandora’s Box Of Network Leadership.

Alexandra Harper¹, Trista Hollweck², Miriam Mason-Sesay³, Danette Parsley⁴, Robyn Whittaker⁵

1: University of Western Sydney, Australia; 2: University of Ottawa; 3: EducAid; 4: Marzano Research; 5: Africa Voices Dialogue & EdEco Connect Lead

Cultivating Professional Capital and Culture Through Reflective Lesson Study and Practice Record Based on the Collaborative Inquiry School-university Partnership

Yuu Kimura¹, Mai Kishino²

1: University of Fukui; 2: University of Fukui

Advancing Impact Assessment in Collaborative Educational Research

Stephen MacGregor

University of Calgary, Canada

Teacher Workplace Learning in the Context of Continuing Professional Development

Philipp Schmid

University of Applied Sciences and Arts Northwestern Switzerland FHNW, Switzerland, Switzerland

Teachers' and school leaders perceived benefits, costs and significance on Research-Informed Educational Practice for inclusion: Insights from Catalonia, Poland, and England

Georgeta Ion¹, Marta Kowalczuk-Walędziak², Chris Brown³

1: Universitat Autònoma de Barcelona, Spain; 2: University of Bialystok, Poland; 3: Warwick University, UK

From Large-Scale International Comparison To Locally-Relevant Professional Learning: Problems, Prospects, And Reflections On A Work In Progress

Ariel Mariah Lindorff

University of Oxford, United Kingdom

To Change One's Own Mindset - to Contribute to Improvement. A Professional Learning Community at Local Authorities Level.

Anne Berit Emstad

NTNU, Norway

Online Professional Development for Enhancing School Self-evaluation and Improvement. Teachers’ and School Principals’ Perspectives

Sara Romiti¹, Francesco Fabbro², Donatella Poliandri¹

1: INVALSI, Rome, Italy; 2: University of Rome Tor Vergata, Italy

Universities and Governments Supporting School-led Improvements: Developing Complex Partnership Configurations for Translation and Impact

Dennis Kwek, Hwei-Ming Wong, Chew-Lee Teo, Monica Ong

National Institute of Education, Nanyang Technological University, Singapore

Understanding How School And District Leaders Promote Educational Equity For Multilingual Learners: Leadership Practices From The Field

Nora Turriago, Amanda Datnow, Shana Cohen, Alison Wishard Guerra

University of California San Diego, United States of America

System-wide and Career-long Leadership Frameworks to Drive Capacity and Capability Building

Fabienne Michelle Van der Kleij, Pauline Taylor-Guy, Michelle Lasen

Australian Council for Educational Research, Australia

How school leaders make sense of large-scale reform: the case of Chile's New Public Education System

Gonzalo Munoz Stuardo

Universidad Diego Portales, Chile

Leading Education Systems that Champion for Culturally and Linguistically Diverse Newcomer Families

Janet Mola Okoko

University of Saskatchewan, Canada

Patterns of Teacher Stress and Teacher-Student Interactions Associated with Quality of Implementation in the INTERACT Teacher-Coaching Intervention

Sigrun K. Ertesvag, Maren Stahl Lerang

University of Stavanger, Norway

Harnessing the Power of Social Networks: Knowledge Brokers and Their Relational Efforts to Disseminate Resources

Anita Caduff¹, Marie Lockton¹, Alan J. Daly¹, Martin Rehm²

1: University of California, San Diego, United States of America; 2: University of Regensburg, Germany

Institutionalizing Care and Equity in Schools: Toward a Theory of Process Metrics in Elementary & Secondary Education

Andrew Stein

Northwestern University, United States of America

In What Ways Can Adult-Child Pedagogical Interactions At Home And Preschool Combine To Shape The Development Of Preschoolers’ Verbal Reasoning?

James Elliot Hall, Chloe Eddy

University of Southampton, United Kingdom

Nurturing Critical Thinking Through Oral Storytelling

Catherine O Reilly

Trinity College Dublin, Ireland

A Typology of Nurturing Pedagogies in Schools Serving Working-Class Communities

Seán Gleasure¹, Dympna Devine¹, Gabriela Martinez Sainz¹, Seaneen Sloan¹, Mags Crean², Barbara Moore¹, Jennifer Symonds¹

1: University College Dublin; 2: Maynooth University

Developing Adaptability And Agility In Leadership Amidst The COVID-19 Crisis: Experiences Of Mid-career School Principals

Venesser Fernandes

Monash University, Australia

Identifying The Long-term Impact Of COVID-19 Learning Deficits On Catholic Diocesan Schools In Pakistan

Venesser Fernandes¹, Sherwin Rodrigues², Asher Javaid³

1: Monash University, Australia; 2: Notre Dame Institute of Education, Pakistan; 3: National Catholic Education Commission, Pakistan

Confronting and Preventing School Employee Sexual Misconduct

Charol Shakeshaft, Dale Mann

Virginia Commonwealth University, United States of America

A Self-Reflective Framework for School Improvement in a Faith Based Setting

Eddie McGee

St Marys University College Belfast, United Kingdom

Understanding the well-being of literacy coaches: A Chinese perspective

Peng Liu², Qi Xiu¹, Xuyang Li²

1: South China Normal University, China, People's Republic of; 2: University of Manitoba

Examination of Gender Disproportionalities in Principal Employment and Salary

Henry Zink, Craig Hochbein

Lehigh University, United States of America

“I’m Not Where I Want to Be”: Teaching Principals’ Instructional Leadership Practices

Paul Michael Newton¹, Mickey Jutras², Dawn Wallin¹

1: University of Saskatchewan, Canada; 2: St. Francis Xavier University, Canada

Developing equitable education systems: A Research Practice Partnership supporting local systems change

Chair(s): Christopher Chapman (University of Glasgow)

Discussant(s): Andy Hargreaves (Boston College)

Presentations of the Symposium

Every Dundee Learner Matters: A strategy for educational change

Mel Ainscow, Ines Alves, Chris Chapman, Tom Cowhitt, Stuart Hall, Kevin Lowden
University of Glasgow

Emerging findings from a University perspective

Mel Ainscow, Ines Alves, Chris Chapman, Tom Cowhitt, Stuart Hall, Kevin Lowden, Deja Lusk
University of Glasgow

Research Practice Partnerships: Rethinking The Roles and Responsibilities of Local Authorities and schools

Mel Ainscow¹, Chris Chapman¹, Paul Flemming², Kim Flynn³, Kevin Lowden¹, Stuart Hall¹, Audrey May^2
1University of Glasgow, ²Dundee City Council, ³Sidlaw View Primary School

Inspecting Innovation: From Uncritical Exultation To Deeper Exploration

Chair(s): Andrew Hargreaves (University of Ottawa and Boston College), Gladys Ayson (University of Ottawa)

Discussant(s): Kristin Vanlommel (HU University of Applied Sciences Utrecht)

Presentations of the Symposium

Innovation, Inclusion And Belonging: Multiple Pathways To Play-Based Improvements For Marginalized Children After COVID-19

Andrew Hargreaves¹, Gladys Ayson^2
1University of Ottawa and Boston College, ²University of Ottawa

What’s In A Name? Exploring The Significance Of Framing Language In The Promotion Of School-Based Change

Liz Dawes Duraisingh, Andrea Sachdeva
Harvard Graduate School of Education

What Will Change In Schools And Education After COVID?

Thomas Hatch
Columbia University

Symposium II: School Belonging From The ‘Inside-Out’

Chair(s): Kathryn Ann Riley (UCL, Institute of Education), Anton Florek (Staff College UK)

Discussant(s): Mohammed Elmeski (Chef du Gouvernement - Royaume du Maroc (cg.gov.ma))

Presentations of the Symposium

Power, Caring and Belonging: Critical Perspectives

Karen Seashore¹, Mary Bussman¹, Emily Palmer¹, Jeff Walls², Mary Yeboah^3
1University of Minnesota, ²Washington State University, ³Weaton College

Building Meaningful Student-teacher Relationships To Foster Belonging And Engagement

Matthew J. Easterbrook, Ian R. Hadden, Lewis Doyle
University of Sussex

Articifial Intelligence, AI, in Formative Assessment. Ethical Dilemmas, Pedagogical Opportunities and Challenges

Chair(s): Yngve Lindvig (Learnlab), Dennis Shirley (Boston College)

Discussant(s): Kim Schildkamp (University of Twente)

Presentations of the Symposium

Ethical Dilemmas when using AI in Education

Jarl Inge Waerness¹, Yngve Lindvig¹, Tone Mari Gurskevik¹, Tony Burner², Tore Skandsen^3
1Learnlab, ²University of South-Eastern Norway, ³Imtec

Formative Assessment when using AI: Opportunities and Challenges

Tony Burner¹, Yngve Lindvig², Jarl Inge Waerness^2
1University of South-Eastern Norway, ²Learnlab