Conference Agenda

The Reading Achievement Gap: Challenges and Opportunities for DEIS Primary Schools in Ireland

Aoife Joy Keogh

University College Dublin, Ireland

The formation of a Professional Learning Network to Create Inclusive Learning Environments

Jens Ideland¹, Kristina Westlund², Karin Ollinen¹

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

Dawn Wallin, Yvette Arcand, Lori-Ann Daniels, Shirley Cardinal, Blessing Manu

University of Saskatchewan, Canada

Knowledge Development and Epistemic Relations as Boundary Work in Local Educational Authorities

Kristin Norum Skoglund¹, Julie Lysberg²

1: Trondheim municipality, Norway; 2: Bodø municipality, Norway

Literature and Additional Language Learning: An Exploratory Practice Approach.

Stefania Gargioni Gummel

Trinity College Dublin, Ireland

Communicating Your School’s Progress and Improvement - Borrowing From Business.

Dale Bailey, Dianne Smardon

Springboard Trust, New Zealand

Managing to Lead Effective or Improving Schools: Using Evidence to Reconsider the Training and Development of School Leaders

Craig Hochbein

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.

Miriam Colum, Tara Niland

Marino Institute of Education, Ireland

Parent-Child Play Interactions & Their Significance For Educators’ Engagement With Parents

Rogelio Becerra Songolo, Alison Wishard Guerra, Shana Cohen, Monica Molgaard, Yan Jiang

University of California, San Diego, United States of America

Breaking Barriers in STEM: The Impact of Gender Stereotypes on Collaborative Work

Francisca Beroíza-Valenzuela

Universidad de Chile, Chile

Co-Creating Community in our Schools - A Discussion

Julia Dobson

University College London, United Kingdom

Culturally Responsive School Leadership in Indigenous Schools in Malaysia

Nalini Murugaiyah

University of Southampton, United Kingdom

Convergence or Fragmentation? ——A Study Based on the Curriculum of Government-funded Normal Students in Six Normal Universities in China

Hairou Ren¹, Jiayi Wang²

1: University of Michigan-Ann Arbor, United States of America; 2: Central China Normal University, China

The Cooperating Teacher as Mentor and Assessor: a Democratic Pedagogical Relationship Between School, Student, and University.

Karen Maye

UCD, Ireland

Networked Learning Advancing Whole Person Formation

Martin Scanlan, Aashna Khuranaa

Boston College, United States of America

Definitions and Understandings of ‘Life Skills’ in Primary Education: a Scoping Review

Lone Hvalby, Astrid Guldbrandsen, Geir Skeie, Hildegunn Fandrem

University of Stavanger, Norway

Taxonomy of ownership: The Students are the Owner of their Learning Process

Freek Wevers, Henk van Woudenberg, Bob Clerx, Rikkert Heydendael, Peter de Waal, Erik Denessen, Tessa van Stek

Student Ownership of Learning, Netherlands, The

A Model for the Recruitment and Retention of Vocational Teachers - Based on Collaboration in School-University-Business Partnerships

Anne Berit Emstad, Elin Bø Morud, Britt Karin Støen Utvær, Ingrid Stenøien

NTNU, Norway