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, 10:27:47am IST
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Session Overview | |
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Location: Rm 5086 (Tues/Wed) capacity 22; available Tues/Wed only (may be replaced by Rm 6002 if it becomes avail Tues/Wed) |
| Date: Tuesday, 09/Jan/2024 | |
| 9:00am - 10:30am |
P48.P1.EL: Paper Session Location: Rm 5086 (Tues/Wed) Life Histories of Women Principals in Relation to Reform 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 National Education Institute, Slovenia The Influence of the Circuit Managers on Learner Performance in a Thriving Rural District 1: University of Witwatersrand, South Africa; 2: University of Pretoria; 3: University of Johannesburg |
| 2:00pm - 3:30pm |
P49.P2.EL: Paper Session Location: Rm 5086 (Tues/Wed) A Self-Reflective Framework for School Improvement in a Faith Based Setting St Marys University College Belfast, United Kingdom Understanding the well-being of literacy coaches: A Chinese perspective 1: South China Normal University, China, People's Republic of; 2: University of Manitoba Examination of Gender Disproportionalities in Principal Employment and Salary Lehigh University, United States of America “I’m Not Where I Want to Be”: Teaching Principals’ Instructional Leadership Practices 1: University of Saskatchewan, Canada; 2: St. Francis Xavier University, Canada |
| Date: Wednesday, 10/Jan/2024 | |
| 2:00pm - 3:30pm |
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 |
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