Conference Agenda

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

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

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

Ignacio Wyman

The University of Manchester, United Kingdom

Key Learnings from Research and Practice in School Improvement: Updating the National School Improvement Tool

Fabienne Van der Kleij, Pauline Taylor-Guy, Christina Rogers, Julie Murkins

Australian Council for Educational Research, Australia

Instructional Leader Partnerships

Catherine Lynn Meyer-Looze, Richard Vandermolen

Grand Valley State University, United States of America

Building Capacity for Distributed Leadership: A Comparative Analysis of Leadership Preparation in Ireland and the United States

Rebecca Lowenhaupt¹, Finn O Murchu²

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

Kristen Campbell Wilcox

University at Albany, United States of America

Using an Evidence-informed Approach to Continuing Professional Learning to Guide Teaching and Leadership Practice

Sharon Friesen, Barbara Brown

University of Calgary, Canada

Sustaining Large Scale Systemic Change: A Focus On The Educational Training Board Of Ireland’s Instructional Leadership Program

Barrie Brent Bennett¹, Joan Russell²

1: Ontario Institute for Studies in Education, University of Toronto; 2: Educational Training Board of Ireland

Teacher Professional Career in Chile: Do Extrinsic Incentives Appeal to Intrinsic Motivation?

Miguel Órdenes González¹, Deborah Ulloa Rodríguez²

1: Universidad Diego Portales, Chile; 2: Universidad Diego Portales, Chile

Teacher Professionalism in Kuwait: Learning from Leading Countries

Ibrahim Alhouti

Kuwait University, Kuwait

Teacher Shortage in Sweden - Different Perceptions from Different Professional Groups

Lena Boström¹, Göran Bostedt²

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

Digital Transformation in Secondary School: How Teaching Online can Facilitate Student Learning

Inger Dagrun Langseth, Dan Yngve Jacobsen

Norwegian university of science and technology, Norway

Getting on the Same Page: The Promise and Challenge of Multi-tiered Systems of Support in Reading

Caitlin Scott, Jim Wright

Marzano Research, United States of America

Effect of a Teacher Professional Development on Teachers’ Beliefs About Data on Students’ Perceptions of Teaching Quality

Lucas Silva¹, Kim Schildkamp², Adrie Visscher², Roel Bosker¹

1: University of Groningen, The Netherlands; 2: University of Twente, The Netherlands

Effect of a Data Use Teacher Professional Development Program on Teaching Quality in Chile

Lucas Silva¹, Kim Schildkamp², Adrie Visscher², Roel Bosker¹

1: University of Groningen, The Netherlands; 2: University of Twente, The Netherlands

‘Leading the Way’: Listening to the Voices of Students with Intellectual Disabilities to Enhance Inclusive Practice in Schools

Nicola Mannion¹, Johanna Fitzgerald², Fionnuala Tynan³

1: Mary Immaculate College, Ireland; 2: Mary Immaculate College, Ireland; 3: Mary Immaculate College, Ireland

Cultivating an Entrepreneurial Mindset? A critical exploration of a set of collaborative workshops aimed at developing an Entrepreneurial Mindset at a Changemaker Primary School in Ireland using action research.

Alan Morgan

UCD Innovation Academy, Ireland

Research for Africa's Education Think Tank - For Africa, By Africa

Robyn Mary Whittaker, Abdelaziz Zohri, Andrew Wambua

Africa Voices Dialogue, South Africa

Fostering University-District Partnerships for Teaching and Learning Improvement: Lessons from Two Cases of Collaboration in South Africa

Pinkie Mthembu¹, Christina Murdoch², Brahm Fleisch¹

1: University of Witwatersrand, Johannesburg, South Africa; 2: University of California Davis, United States of America

What Comes First: A Conducive Environment or a Coaching Program?

Andrea Veronica Stringer

University of New South Wales, Australia

Understanding Teacher’s Humor And Its Attributes In Classroom Management: A Conceptual Study

Jerome St-Amand¹, Eric Morissette², Jonathan Smith³

1: Université du Québec en Outaouais, Canada; 2: Université de Montréal, Canada; 3: Université de Sherbrooke, Canada

Co-operative Research On Teacher’s Co-operation

Lina Lago, Helene Elvstrand

Linköping University, Sweden

Relational Aspects of Practice-Based Research and Development

Jens Ideland¹, Kristina Westlund²

1: Malmö municipality, affiliated to Malmo University; 2: Malmö municipality and Kristianstad University

Exploring The Integration Of Global Framework Into Local Competence-Based Education: A Constitutional Logic Perspective On NPDL Implementation In Taiwan

Peiying Chen

National Taiwan Normal University, Taiwan

Exploring the Relationship between Teachers' Mentors' School Experiences and University Teaching: A Duoethnographic Narrative to Re-conceptualise Teacher Education

Paulina Moya-Santiagos¹, Tatiana Cárcamo-Rojas²

1: UCL Institute of Education, United Kingdom; Universidad Andrés Bello, Chile; 2: Universidad Metropolitana de Ciencias de la Educación, Chile

In Pursuit of Critical Literacy: Understanding the Experiences of Teachers in Northern Ireland

Donna Hazzard¹, Geraldine Magennis-Clarke², Eithne Kennedy³

1: St Mary's University College, United Kingdom; 2: St Mary's University College, United Kingdom; 3: Dublin City University

Exploring the Potential of a Design-Based School Improvement Approach in Disadvantaged Communities: Preliminary Findings from a Qualitative Interview Study

Susanne J. Czaja¹, E. Dominique Klein¹, Isabell van Ackeren-Mindl², Franziska S. Proskawetz²

1: Technische Universität Dortmund, Germany; 2: Universität Duisburg-Essen, Germany

Influences of Engaging in the Into Headship Programme Post-Programme: Some Perceptions of Newly- Appointed Headteachers in Scotland in 2023.

Rosemary Grady

University of Edinburgh, United Kingdom

Growing Community

Kerri Steel, Jacquie Poulin, Lindsey Watford, Diane McGonigle

Nanaimo-Ladysmith Public Schools, Canada

Collegial Partnership Coaching (CPC) – Energising true collaboration and shared thinking in Irish education.

Joseph Anthony Moynihan, Coran Swayne

University College Cork, Ireland

LGBTQ+ Children and Families in Early Childhood Settings: A Global Perspective

Benjamin Carmichael Kennedy

University of California San Diego, United States of America