Conference Agenda

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

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

Wellbeing as a Sustainable Component of Preservice Teacher Education

Sabre Cherkowski¹, Karen Ragoonaden¹, Benjamin Kutsyuruba², Keith Walker³, Lorraine Godden⁴, Tim Claypool³

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

Dr Khadija Mohammed

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

Ruud Lelieur, Jose Manuel Rivera Espejo, Noel Clycq, Jan Vanhoof

University of Antwerp, Belgium

Connections, Competence, and Collaboration: A Qualitative Exploration of the Influence of School Organization on Teacher Sense of Belonging

Peter Bjorklund Jr.¹, Jennifer R. Karnopp²

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:

O'Sullivan Lisha, Ring Emer

Mary Immaculate College, University of Limerick, Limerick, Ireland, Ireland

An Exploration of Distributed Leadership in Irish Post-Primary Schools

Niamh Hickey¹, Patricia Mannix McNamara^1,2, Aishling Flaherty¹

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

Susanne Sahlin¹, Monica Sjöstrand², Maria Styf¹, Sandra Lund¹

1: Mid Sweden University, Sweden; 2: Swedish Defense University, Sweden

Strategies for Engaging in Co-research: Collaborating with Youth

Rachel Chaffee¹, Preeti Gupta¹, Mahmoud Abouelkheir¹, Lucie Lagodich¹, Karen Hammerness¹, Jennifer Adams², Anna MacPherson¹, Alan Daly³, Peter Bjorklund³

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

Anna E. Premo, Christian D. Schunn

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.

Tarang Tripathi¹, Chandraditya Raj²

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?

Mollie McQuillan

University of Wisconsin - Madison, United States of America

To Grade or Not to Grade? Mapping Students’ Progress Outside the Formal Curriculum.

Torbjörn Ott¹, Giulia Messina Dahlberg¹, Julia Eskilsson², Pernilla Schagerlind², Amanda Terlevic²

1: University of Gothenburg, Sweden; 2: Bräckegymnasiet, Sweden

Defining ‘Comparable Schools’. A Delphi-Study On Meaningful And Valid Comparisons Of School Performance Feedback

Glen Molenberghs, Roos Van Gasse, Sven De Maeyer, Jan Vanhoof

Universiteit Antwerpen, Belgium

"Is This my Clasroom?... ": Revealing Social Network Information for Better Student Outcomes

Tarang Tripathi¹, Chandraditya Raj², Palaash Bhargava³, Christoforos Mamas¹, Smriti Sharma²

1: University of Calfornia, San Diego, United States of America; 2: Aawaaz Foundation, India; 3: Columbia University

Promoting Data Use In Schools: How Local And Regional School Administrators Can Support Schools - A German Perspective

Ruth Anna Hejtmanek, Esther Dominique Klein

Technical University Dortmund, Germany

Transformational Pathways: Embracing Change, Fostering Innovation, and Empowering Leaders

Chair(s): Andrea Wullschleger (University of Applied Sciences and Arts Northwestern Switzerland, School of Education)

Presentations of the Symposium

Dynamic Pathways: Investigating the Relationship Between the Changing Landscape of Educational Leaders’ Interaction Routines and Innovative Climate

Andrea Wullschleger¹, Yi-Hwa Liou², András Vörös³, Alan J. Daly⁴, Katharina Maag Merki^5
1University of Applied Sciences and Arts Northwestern Switzerland, School of Education, ²Department of Educational Management, National Taipei University of Education, ³School of Social Policy, University of Birmingham, ⁴Department of Education Studies, University of California, San Diego, ⁵Institute of Education, University of Zurich

Building a Networked Learning System: Drawing Out the Lessons from a Programme of Local Systems Change

Christopher Chapman, Irene Bell, Graham Donaldson, Stuart Hall, Kevin Lowden
School of Education, University of Glasgow

How School Principals Wield Social Influence in Directing and Implementing Student-Centered Instructional Initiatives: A Case Study

Nicolette van Halem¹, Marie Lockton², David Trautman², Yi-Hwa Liou³, Alan J. Daly^4
1Research Institute of Child Development and Education, University of Amsterdam, ²Department of Education Studies, University of California, San Diego, ³Department of Educational Management, National Taipei University of Education, ⁴Department

Equity through Play: Cultural Diversity Materials as Invitations for Dialogue about Equity in Early Childhood

Alison Wishard Guerra, Monica Molgaard, Thandeka Chapman, Shana Cohen

University of California, San Diego, United States of America

Early Childhood Educators Engagement with Families on Cultural Diversity

Monica Molgaard, Alison Wishard Guerra, Thandeka K Chapman

University of California, San Diego, United States of America

Evidence of Effectiveness: Anti-Bias Curricular Outcomes from a Three-Year Research Practice Partnership

Thandeka K Chapman¹, Alison Wishard-Guerra², Monica Molgaard³

1: University of California San Diego, United States of America; 2: University of California San Diego, United States of America; 3: University of California San Diego, United States of America

Global Trends in Educational Inequality: A Multi-Index Analysis of Educational Outcomes from 2003 to 2018

Moosung Lee, Eunsu Kim

Yonsei University, Korea, Republic of (South Korea)

Succeeding On The Academic Track Without Primary School Teachers´ Recommendation: On The Role Of Students´ Motivation And Social Background

Katharina Molitor, Justine Stang-Rabrig, Paul Fabian, Nele McElvany

TU Dortmund, Germany

Interrogating Australian Student Voice on the National Assessment Program – Literacy and Numeracy

Venesser Fernandes

Monash University, Australia

Equitable Transcripted Grades: Strategies for Converting Rubrics into Grading Systems Aligned with School's philosophy

Beatriz Sakashita

Avenues: The World School, Brazil