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: 17th May 2024, 11:12:38am IST
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Session Overview |
| Date: Wednesday, 10/Jan/2024 | |||
| 8:30am - 6:00pm |
Registration |
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| 9:00am - 10:30am |
K2: Keynote: Mohammed Elmeski Location: Burke Theatre Chair: Mohammed Elmeski Leading for learning effectiveness and improvement: Examples of promising synergies from Africa |
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| 9:30am - 12:00pm |
SV: School Visits – only for fully registered participants (Fully booked) Location: Meet at main Trinity Gate Meeting time: 9:30 am |
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| 11:00am - 12:30pm |
IN04.P3.PLN: Innovate Session Location: Swift Theatre Supporting Professional Learning Networks through Science Communities of Practice 1: The Learning Partnership, United States of America; 2: Forward Learning, United States of America; 3: University of Puerto Rico, United States of America Catalytic Affiliation Across Inquiry Networks 1: University of British Columbia, Canada; 2: Networks of Inquiry and Innovation, British Columbia, Canada; 3: SD 73, BC; 4: SD 74, BC; 5: NOII NSW; 6: NOIIE Sweden; 7: Barcelona School; 8: Core education NZ; 9: SD 37, BC Professional Learning for Creativity & Innovation in Education UCD Innovation Academy, Ireland |
P10.P3.PLN: Paper Session Location: Rm 4035 Wellbeing as a Sustainable Component of Preservice Teacher Education 1: University of British Columbia, Canada; 2: Queen's University, Canada; 3: University of Saskatchewan; 4: Carleton University Mind the Representation Gap: Minority Ethnic Teachers in the Scottish Teaching Workforce University of the West of Scotland, United Kingdom Variation in Teachers’ Academic Optimism: Examining the Impact of Classroom Composition and School Academic Optimism to Maximise Excellence and Equity University of Antwerp, Belgium |
P11.P3.EL: Paper Session Location: TRiSS Seminar Room Building Supportive and Collaborative Relationships in Times of Change: A Relational Approach to Mandated and Non-Mandated School Networks in a (new) Chilean School District The University of Manchester, United Kingdom Key Learnings from Research and Practice in School Improvement: Updating the National School Improvement Tool Australian Council for Educational Research, Australia Instructional Leader Partnerships Grand Valley State University, United States of America |
| P12.P3.MR: Paper Session Location: Rm 3098 Strategies Educators and Institutions can use to Support Youth Persistence in STEM 1: American Museum of Natural History; 2: University of Calgary, Canada; 3: University of California-San Diego, United States of America Promoting and Enhancing the Use of Digital Formative Assessment and Feedback Amongst High-school Chemistry Teachers in International Schools in China Trinity College Dublin, Ireland From Initiation To Implementation: A Case Study Of Post-Primary Teachers Engaged In The Educational Training Board of Ireland’s Instructional Leadership Programme Kilkenny Carlow Education and Training Board, Ireland |
P13.P3.EC: Paper Session Location: Rm 3105 Government And Non-Government Preschool Teacher's 'Inner Inclusion Capital' 1: Little Ones International Sdn Bhd, Malaysia; 2: Universiti Sains Malaysia Responding to Crisis Lessons Learned from Covid-19 for ECEC Practice in Ireland Marino Institute of Education, Ireland Politics of Belonging in Early Childhood Policy and Practice City of Malmö, Sweden/Kristianstad University Culture for Learning in Early Childhood Education Inland, Norway, University College of Applied Sciences, Norway |
P44.P3.EL: Paper Session Location: Rm 3131 (Tues/Wed) Being A Principal of School Age Educare Centers; a comparison between Sweden and Switzerland about a complicated assignment 1: Mid Sweden University, Sweden; 2: Zurich University of Teacher Education,Switzerland; 3: Linköping University, Sweden A Cross-Cultural Investigation of Distributed Leadership in Schools: Views of School Principals with PhD Degrees in Ireland and Türkiye 1: Gaziantep University, Türkiye; 2: Ministry of National Education, Gaziantep, Türkiye; 3: Dublin City University, Ireland Internal and External Interventions for School Quality Improvement – The Central Role of School Leadership 1: University of Teacher Education Zug (PH Zug), Switzerland; 2: Johannes Kepler University Linz, Austria; 3: IEA Hamburg The Key Role Of Mentorship in Principals’ Professional Development Trajectories: Impact Of A University And District Research/Practice Learning Partnership 1: University of Glasgow School of Education, Scotland, United Kingdom; 2: Glasgow City Council Education Services, Scotland, United Kingdom |
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| S08.P3.PLN: Symposium Location: Ui Chadain Theatre Conceptualising and Promoting Teacher and Pupil Agency in Curriculum Redevelopment and Enactment: Learnings from Recent Developments in England, Ireland, Scotland and Wales Presentations of the Symposium Agency, Structure and England’s National Curriculum Teacher and Child Agency in the Primary School Curriculum in Ireland: Policy Aspirations, Progress and Challenges Learners and Teachers: Alternative Approaches to Agency in Scotland Teacher Agency and the Curriculum for Wales |
S09.P3.EL: Symposium Location: Burke Theatre Practitioner Data on Middle Leadership in Ireland and Internationally Presentations of the Symposium Capturing Middle Leader Voice in a Changing Irish Policy Context; The Future of Middle Leadership Irish Primary School Principals' Perspectives on the Role of the Middle Leader Collecting Rich Practice Data: A Review of Participants’ Activities and Emotions During A Programme of Study on Middle Leadership and Mentoring |
S11.P3.3P: Symposium Location: Synge Theatre "Network Nordmoere - From Startup Towards Sustainable Developement" Presentations of the Symposium What Have We Done So Far? Findings And Results What Are The Next Steps? |
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| S12.P3.DU: Symposium Location: Emmet Theatre Navigating Ambiguity In Teacher Professional Development Presentations of the Symposium Trainee Teachers Inquiry Habit of Mind: A matter Of Prevailing Attitudes Or Learning Opportunities? Fostering Quality Professional Teaching and Learning: The relationship Between Organizational Conditions And Professionals’ Responses To Paradoxes. Playing The Same Game? Accounting For Pedagogical And Epistemological Difference In Cross-national Professional Learning Opportunities |
S35.P3.EL Location: Davis Theatre Career Paths of Chilean School Principals: Exploring Factors and Perceptions Affecting Entry, Longevity, and Departure Presentations of the Symposium Understanding Trajectories and Factors Associated with Primary School Principals’ Trajectories from 2015 to 2020 What happens next? Unravelling Career Trajectories after Becoming a Principal in Chile's Primary Schools Unraveling the Motivations for Remaining and Leaving the Principalship |
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| 12:30pm - 2:00pm |
Lunch |
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| 12:45pm - 1:45pm |
ISS02.A: Network Meeting: Education Leadership (ELN) Location: TRiSS Seminar Room Chair: Paul Campbell Chair: Esther Dominique Klein |
ISS02.B: Network Meeting: Methods of Researching Effectiveness and Improvement (MoREI) Location: Rm 4035 Chair: Maria Kaparou |
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| 2:00pm - 3:30pm |
IN05.P4.MR: Innovate Session Location: Ui Chadain Theatre Children And Young People In Out-Of-home Care – Education Every Day, Every Way. Life Without Barriers, Australia Does ‘Educational Culture’ matter to create ‘Ownership of Learning’? SOL (student Ownership of Learning), Netherlands, The Preview of Regional Event Creating Futures: Repurposing Education for All Cardiff Met, United Kingdom |
IN06.P4.EL: Innovate Session Location: Swift Theatre Developing a School Improvement Framework: Key drivers and processes for effective system alignment Marist Schools Australia, Australia Brisbane Catholic Education's System-Wide School Improvement Journey Brisbane Catholic Education, Australia “Practical International Leadership Development” - Leaders Need Many Different Skills 1: KS Konsulent AS, Norway; 2: IMTEC; 3: DNIakademi; 4: Frederik Ii Secondary School; 5: Indre Oestfold |
P14.P4.3P: Paper Session Location: Rm 3098 A Whole School Approach to Supporting Progression – A School University Partnership Trinity Access Programmes, Trinity College Dublin, Universitty of Dublin, Ireland., Ireland The Politics of Policy Development and How It Matters For School Improvement University of New South Wales, Australia Accountability In And Of Educational Networks; A Systematic Literature Review Vrije Universiteit Amsterdam, Netherlands, The Partnerships for Sustainable Growth: A Case Study of Practice from Australia 1: Dept of Education MT; 2: Australian Council for Educational Research, Australia |
| P15.P4.PLN: Paper Session Location: Rm 3105 Evaluation Capacity Building: Teachers’ Views on Three Professional Development Courses INVALSI, Italy External triggers For School Improvement Processes – Evaluation Of A Student Peer-to-peer Program To Support Media Literacy 1: University of Bremen, Germany; 2: Institute of Information Management, Germany A Professional Learning Approach to leading an Effective Curriculum Review. British School of Brussels, Belgium Cultivating Professional Learning Communities Through Cross-School Collaborative Projects: The Wild Garden The British School of Brussels |
P16.P4.EL: Paper Session Location: Rm 4035 Connections, Competence, and Collaboration: A Qualitative Exploration of the Influence of School Organization on Teacher Sense of Belonging 1: University of California San Diego, United States of America; 2: San Diego State University, United States of America Teachers and Teacher-Educators as Co-Researchers in a National Policy Evaluation in Ireland: Opportunities for Policy and Practice: Mary Immaculate College, University of Limerick, Limerick, Ireland, Ireland An Exploration of Distributed Leadership in Irish Post-Primary Schools 1: University of Limerick, Ireland; 2: Western Norway University of Applied Sciences, Norway Swedish Principals’ Adaptive Leadership During the Covid-19 Pandemic - Visible Traces in Their Leadership Practices Today 1: Mid Sweden University, Sweden; 2: Swedish Defense University, Sweden |
P17.P4.ELMR: Paper Session Location: TRiSS Seminar Room Building Capacity for Distributed Leadership: A Comparative Analysis of Leadership Preparation in Ireland and the United States 1: Boston College, United States of America; 2: Mary Immaculate College Thurles, Ireland Backbone Organizations for Improvement Research and Continuous Improvement Utilization: Opportunities and Challenges from New York State University at Albany, United States of America Using an Evidence-informed Approach to Continuing Professional Learning to Guide Teaching and Leadership Practice University of Calgary, Canada Sustaining Large Scale Systemic Change: A Focus On The Educational Training Board Of Ireland’s Instructional Leadership Program 1: Ontario Institute for Studies in Education, University of Toronto; 2: Educational Training Board of Ireland |
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| P45.P4.EL: Paper Session Location: Rm 3131 (Tues/Wed) Re-imagining School Leadership around an Agential Ethic of Care University College London, United Kingdom Improving School Leadership In Rwanda And Impact On Student Outcomes 1: VVOB - education for development, Belgium; 2: Center for Global Development; 3: Geneva Graduate Institute; 4: United Nations University World Institute for Development Economics Research Teacher Education in a Postcolonial Hong Kong: forms, drivers, influences Education University of Hong Kong, Hong Kong S.A.R. (China) Converting bureaucratic principals to school leadership. Action research and Continuous Professional Development in the French context. University of Strasbourg, France |
P50.P4.EL: Paper Session Location: Rm 5086 (Tues/Wed) A Randomized Control Trial Examining the Direct Effects of School Leaders on the Academic and Non-Academic Outcomes of Students at Risk of Dropping Out 1: Lehigh University, United States of America; 2: Whitehall-Coplay School District Leading trauma-informed professional learning: Insights from Australian and Irish schools 1: University Of Melbourne, Australia; 2: Trinity College, Dublin, Republic of Ireland Integration or Inclusion? A Document Analysis of the Strategies Employed by 20 German-Speaking Swiss Cantons to Comply with the UN Convention on the Rights of Persons with Disabilities University of Teacher Education Zug (PH Zug), Switzerland |
S13.P4.PLN: Symposium Location: Burke Theatre Transforming Educational Systems to Support the Generation and Use of Professional Knowledge: New Approaches to Organizational and Professional Learning in England, Singapore, and the United States Presentations of the Symposium Strengthening Evidence-Informed Practice at Scale: Finding the Sweet Spot Between Purism and Pragmatism The Contact Zone of Assessment Reforms in Singapore Classrooms: Schooling and Learning in Transition (2004-Present) RPPs and School Improvement Networks: Leveraging Boundary Spanning for Organizational and Professional Learning |
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| S15.P4.EL: Symposium Location: Synge Theatre Shoot High, Aim Low?! The Issue of Visions and Goals at Schools in Adverse Circumstances Presentations of the Symposium Teacher Commitment to Students: Goals, Self-interest, and Ethic of Service in the Face of Adversity Keeping It Simple: Downshifting Goal Complexity to Foster Collective Agency in a Californian School Facing Adversity The Enactment of Performance-based Accountability in Disadvantaged School Contexts: A Comparative Analysis of Spain and Chile Too Difficult a Task? Principals’ Commitment to Sustaining Academic Standards During Distance Learning and the Role of Disadvantaged Contexts |
S16.P4.DU: Symposium Location: Davis Theatre How Can Evidence-Informed Practice Enhance Quality Professional Education Presentations of the Symposium Towards Professional Decision-Making In Education: Integrating Data, Intuition And Research From Sensemaking To School Improvement? Exploring Educational Professionals' Use Of School Performance Feedback Teacher Leaders’ Perception Of Their Role In Evidence-Informed School Decision Making Processes |
S24.P4.3P: Symposium Location: Emmet Theatre Inclusion And Identity: Pathways Or Roadblocks To Educational Equity Presentations of the Symposium Visions of Inclusive Education: varying views from Nova Scotia, Canada Inclusive Education in The Age of Identity Promoting Inclusion In Schools: Possibilities And Barriers Transforming Inclusive Education for Students with Intellectual Disabilities in Secondary Academic Classrooms |
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| 3:30pm - 4:00pm |
Coffee Break |
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| 4:00pm - 5:30pm |
IN07.P5.DUECEC: Innovate Session Location: Ui Chadain Theatre Beyond “Voice”, Toward Agency: Meaningfully Centring Student Wisdom And Experiences In All Decision Making 1: The Critical Thinking Consortium, Canada; 2: University of Toronto; 3: Trillium Lakelands District School Board, Canada Teacher Ethics: Managing the Gap between Policy Creation and Implementation 1: General Teaching Council for Scotland; 2: General Teaching Council for Scotland |
P18.P5.PLN: Paper Session Location: Swift Theatre Collaboration and Capacity Building at Scale: How the National MA Education (Wales) is redefining and reshaping system learning 1: Swansea University; 2: Cardiff Metropolitan University; 3: Aberystwyth University; 4: University of South Wales; 5: Glyndwr University; 6: Welsh Government Catalytic Affiliation: Relational Impacts In Networks 1: University of British Columbia; 2: Networks of Inquiry and Indigenous Education Building Bridges in Adversity: Collaboration in German Schools facing Challenging Circumstances 1: Johannes Kepler University Linz, Austria; 2: University of Teacher Education Zug (PH Zug), Switzerland Discourse and Power in Research-Practice Partnerships: A Cross-National Study 1: University of California San Diego, United States of America; 2: Zurich University of Teacher Education |
P19.P5.EL: Paper Session Location: Rm 3098 Stories from the River: Elucidating British Columbia’s Principals’ Experiences of Developing their Identities, Capacities, and Agency in Leading Educational Transformation Vancouver Island University, Canada Exploring The Potential Of The Concept Of The School As A Learning Organisation (SLO) Within Contemporary Approaches To School Leadership 1: Trinity College Dublin, Ireland; 2: Marino Institute of Education, Ireland School Leader Preparation: Exploring the Relationship between Coursework and Leader Data Use 1: Virginia Commonwealth University, United States of America; 2: University of Virginia, United States of America School Community-Oriented Leadership Framework: Reflections From The Field 1: University of Southern Queensland, Australia; 2: Queensland Association of State School Principals, Australia. |
| P20.P5.EL: Paper Session Location: Rm 3105 “Creativity May Be A Process of Change, And Positive Change, For School” Leading For Creativity - Nurturing Creative Pedagogy And Practices In Education University College Dublin, Ireland School Leaders’ Pedagogical Leadership While Initiating and Conducting Local School Improvement Using Action Research – an Example of Advanced Continuing Education for School Leaders in Sweden Karlstad University, Sweden Are We Collaborating Or Just Co-Existing? First Insights From A Study Of Interactions, Structures And Perceptions Of Collaboration Between School Leaders, School Boards and Teachers FHNW University of Applied Sciences and Arts Northwestern Switzerland |
P21.P5.MR: Paper Session Location: Rm 4035 Strategies for Engaging in Co-research: Collaborating with Youth 1: American Museum of Natural History, United States of America; 2: University of Calgary, Canda; 3: University of California, San Diego, United States of American Using a NIC-Based Approach for Implementation of Student-Centered Practices: A Study of the Relationship Between Student Reading Outcomes and Degree of Teacher Implementation University of Pittsburgh, United States of America “Students Have Forgotten How To…human.”: Exploring The Social Challenges Faced by Teachers Post-pandemic In Indian classrooms. 1: University of Calfornia, San Diego, United States of America; 2: Aawaaz Foundation, India LGBTQ+-Inclusive Professional Development in Elementary Schools: Does It Matter to Schoolwide Discipline? University of Wisconsin - Madison, United States of America |
P22.P5.3P: Paper Session Location: TRiSS Seminar Room Teacher Professional Career in Chile: Do Extrinsic Incentives Appeal to Intrinsic Motivation? 1: Universidad Diego Portales, Chile; 2: Universidad Diego Portales, Chile Teacher Professionalism in Kuwait: Learning from Leading Countries Kuwait University, Kuwait Teacher Shortage in Sweden - Different Perceptions from Different Professional Groups 1: Mid Sweden University, Sweden; 2: Mid Sweden University, Sweden Digital Transformation in Secondary School: How Teaching Online can Facilitate Student Learning Norwegian university of science and technology, Norway |
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| P43.P5.CR: Paper Session Location: Rm 3131 (Tues/Wed) The Impact of Principal Resilience on Psychological Contract with Their School and Work-Family Conflict The Education University of Hong Kong, Hong Kong S.A.R. (China) Responding to Crisis through Cross-sector Collaboration: Institutional Logics and School Improvement in the Chelsea Children’s Cabinet 1: Boston College, United States of America; 2: Harvard University, United States of America Reconceptualizing Principal Well-being: State, measurement, and consequences 1: Education University of Hong Kong; 2: Education University of Hong Kong; 3: Deakin University What Does it Take to Sustain Covid-related Innovations to Strengthen Student-teacher Relationships? Teachers College, Columbia University, United States of America |
POS1.P5.Mult: Poster Session Location: Upper Concourse The Reading Achievement Gap: Challenges and Opportunities for DEIS Primary Schools in Ireland University College Dublin, Ireland The formation of a Professional Learning Network to Create Inclusive Learning Environments 1: Malmö municipality and affiliated to Malmo University (Sweden); 2: Malmö municipality and Krisitanstad University Wāhkōhtowin: Decolonizing Canadian Teacher Education from a Nehiyaw (Cree) Perspective University of Saskatchewan, Canada Knowledge Development and Epistemic Relations as Boundary Work in Local Educational Authorities 1: Trondheim municipality, Norway; 2: Bodø municipality, Norway Literature and Additional Language Learning: An Exploratory Practice Approach. Trinity College Dublin, Ireland Communicating Your School’s Progress and Improvement - Borrowing From Business. Springboard Trust, New Zealand Managing to Lead Effective or Improving Schools: Using Evidence to Reconsider the Training and Development of School Leaders Lehigh University, United States of America ‘No One Asked Me What I Want To Be When I Grow Up’: Narratives From Irish Traveller Student Teachers On The TOBAR Programme At Marino Institute Of Education. Marino Institute of Education, Ireland Parent-Child Play Interactions & Their Significance For Educators’ Engagement With Parents University of California, San Diego, United States of America |
S17.P5.PLN: Symposium Location: Burke Theatre Multi-professional Collaboration for Educational Change Presentations of the Symposium Family Of Schools As An Approach To Horizontal Collaboration In A Hierarchical System Multi-professional Collaboration In All-day Schools: Developing Personal And Professional Relationships Between Care Staff And Teachers Collab Or Collapse? – An Exploratory Analysis Using Experience-Sampling Data On Teachers' Experiences Of Stress And Competence In Relation To Their Collaborative Practice |
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| S18.P5.EL: Symposium Location: Davis Theatre Middle Leadership and School Improvement - Studies from a Norwegian Context Presentations of the Symposium The Role of School Middle Leaders Described in Norwegian White Papers Principals' and Middle Leaders' Assessment of their Role in School Improvement Teachers' Experiences of Middle Leaders' Role in School Improvement |
S19.P5.EL: Symposium Location: Synge Theatre What do Secondary School Principals Need to Know About Developing Effective Middle Leaders? The Current Evidence from Australia, Chile and New Zealand Presentations of the Symposium Studies in Middle Leadership that Promote Equity Within New Zealand Secondary Schools Understanding the Leadership Practices of Middle Leaders in Australian Secondary Schools The Contributions of Subject Departments Heads to Secondary School Improvement in Chile |
S20.P5.3P: Symposium Location: Emmet Theatre The Age of Engagement, Well-being, and Identity Presentations of the Symposium Enhancing Teacher Well-being by Developing Professional Identity, Competence and Commitment Data-Informed Leadership and Social Networks to Improve Well-being in Germany Promoting Identity in Ontario, Canada, and Beyond |
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