Conference Agenda

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

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

Strategies Educators and Institutions can use to Support Youth Persistence in STEM

Karen Hammerness¹, Jennifer Adams², Peter Bjorklund³, Rachel Chaffee¹, Daly Alan³, Gupta Preeti¹, MacPherson Anna¹

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

Xiaohui Yang, Damian Murchan

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

Sharon Coffey

Kilkenny Carlow Education and Training Board, Ireland

A Whole School Approach to Supporting Progression – A School University Partnership

Eilis Ni Chorcora, Deirdre Fitzpatrick

Trinity Access Programmes, Trinity College Dublin, Universitty of Dublin, Ireland., Ireland

The Politics of Policy Development and How It Matters For School Improvement

Sheridan Helen Dudley

University of New South Wales, Australia

Accountability In And Of Educational Networks; A Systematic Literature Review

Melanie Ehren

Vrije Universiteit Amsterdam, Netherlands, The

Partnerships for Sustainable Growth: A Case Study of Practice from Australia

John Cleary¹, Pauline Taylor-Guy², Christina Rogers², Julie Murkins²

1: Dept of Education MT; 2: Australian Council for Educational Research, Australia

Stories from the River: Elucidating British Columbia’s Principals’ Experiences of Developing their Identities, Capacities, and Agency in Leading Educational Transformation

Leah Taylor

Vancouver Island University, Canada

Exploring The Potential Of The Concept Of The School As A Learning Organisation (SLO) Within Contemporary Approaches To School Leadership

Barry James Kenny¹, Keith Johnston¹, Melanie Ni Dhuinn²

1: Trinity College Dublin, Ireland; 2: Marino Institute of Education, Ireland

School Leader Preparation: Exploring the Relationship between Coursework and Leader Data Use

Lisa M. Abrams¹, Coby V. Meyers², Tonya R. Moon², Michelle L. Hock²

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

Joan Margaret Conway¹, Dorothy Constance Andrews¹, Cheryl Bauman¹, David Turner²

1: University of Southern Queensland, Australia; 2: Queensland Association of State School Principals, Australia.

Efforts at Systemic Implementation of a Public Education Program: Lessons from Ireland and Australia 2005-2023

Rebecca Saunders, Finn Ó Murchú, Joan Russell, Barrie Bennett

MIC, Ireland

Leading For Sustainable Development; Research Informed Humanistic Leadership To Shape Sustainable Practice; An Effective Model Of Transformational School Development.

Melanie Warnes, Melanie Chambers

British School of Brussels, Belgium

Principalship Development In Scotland: Fostering Agency, Criticality And Confidence In School Leaders

Julie Harvie

University of Glasgow, United Kingdom

Knowledge Building in a Globalized Educational Context: Practitioner Perspectives from Ontario and Scotland

Niall Mackinnon¹, Silvana Reda²

1: Avernish Prospect, Lochalsh, Scotland, United Kingdom; 2: Caravan Learning, Brampton, Ontario, Canada

How Education Researchers Support School Sustainable Development Through Organization Empowerment: Multiple Case Study in China

Shi ye

Huazhong University of Science and Technology, China, People's Republic of

The Education Triple Cocktail: Build the evidence to address improving early grade learning systemwide in South Africa

Brahm Fleisch

University of the Witwatersrand, South Africa

Diversity in the Teaching Profession: From Rhetoric to Reality

Pauline Stephen¹, Asif Chisti²

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

Implementation of a Coaching Model in an Urban US School District

Elizabeth MacArthur Uzzell, Coby Vincent Meyers

University of Virginia, United States of America

Findings On Successful School Leadership From Australian Case Studies Over 20 Years

Lawrence Drysdale, Helen Goode, David Gurr

The University of Melbourne, Australia

The Domino Effect: The Impact of School Leadership on Teachers' Wellbeing.

Annemarie Doran¹, Jolanta Burke²

1: Hibernia College, Ireland; 2: RCSI, Dublin

Leveraging Existing Structures and Resources: Creating and Sustaining System Change Through an Inquiry Approach

Christel Brautigam, Brooke Douglas

SD38 Richmond, Canada

Learning to Teach in a Science Museum: The Outcomes and Impact of Learning to Teach in a Museum-Based Science Teacher Education Program

Karen Hammerness¹, Marisa Olivo², Jamie Wallace¹, Linda Curtis-Bey¹, Rosamond Kinzler¹

1: American Museum of Natural History, United States of America; 2: Boston College, Lynch Graduate School of Education

The Influence of Ability Estimators of Prior Achievement on Value-added Estimates of School Effects

Elodie Pools, Wouter Talloen, Koen Aesaert

KULeuven, Belgium

Building Professional Identity for Khmer Teachers (PIKT)

Leo Casey¹, Pov Pheung², Chanphirun Sam³, Chankoulika Bo⁴

1: National College of Ireland; 2: SeeBeyondBorders; 3: Phnom Penh Teacher Education College; 4: The Department of Policy (DoPo) of the Cambodian Ministry of Education, Youth and Sport (MoEYS)