Events 2010
Measuring the scope, quality and impact of children's participation
Date: Tuesday, 6 December 2011
Time: 9.30am - 12.15pm
Venue: The Great Hall, Queen's University Belfast
This event is a joint event by the University's Research Forum for the Child and the Improving Children's Lives initiative.For further information and registration details please click here.
Friday 17th Dec - 12.00 – 2.30pm Room: G13 School of Education 69 University Street
Professor Ann Hodgson and Professor Ken Spours
Centre for Post-14 Research and Innovation
Institute of Education, University of London
All Welcome
In this seminar Ann Hodgson and Ken Spours will primarily focus on the different dimensions of convergence and divergence across the UK in post-compulsory and lifelong education qualifications, using examples from England, Scotland and Wales . Their goal is to engage in conversation and debate on how what is happening in NI might be conceptualised in relation to their model of developments post-14.
The Centre for Post-14 Research and Innovation aims to support the creation of an inclusive and high-performing post-14 education and training system in England based on independent research and dialogue between practitioner, policy and researcher communities.
Related Publications - Hodgson, A., Spours, K. and Waring, M. (forthcoming) (eds) Post-compulsory education and lifelong learning across the UK: policy, organisation and governance. London, IOE Publications.
The Catholic school and the plural society
Friday 03/12/2010 12-2pm, Room G6, 69/71 University St
It is generally accepted that education can play a crucial, if paradoxical, role in multicultural or multiethnic and plural societies. The central dilemma is underpinned by a tension between different constructions of schooling and education. On the one hand schools are acknowledged as a state institution through which groups can preserve their identity and culture whilst on the other schools are framed as key sites for relationship building between diverse groups. Indeed it is suggested that education and schooling should aim to generate a sense of social unity and cultural coherence. The balance between education policies and structures which seek to promote social harmony through integrated schools and those which aim to forge unity through separate faith schooling has tilted in various directions in different contexts but across these contexts questions still remain as to the role of the faith school and in particular the Catholic school within the plural society. The purpose of this seminar is to contribute to current analyses of faith schooling by exploring the role of the Catholic school within multi-cultural and multi-ethnic contexts. Drawing on their recent research Professor Flint and Dr Morris’s papers will generate new insights and prompt further debate on this topical and important issue.
Catholic Schools and Sectarianism in Scotland: Educational Places and the Production and Negotiation of Urban Space
Professor John Flint - John Flint is Professor of Housing and Urban Governance in the Centre for Regional Economic and Social Research at Sheffield Hallam University. His research interests include urban governance, education, religion, community cohesion and sectarianism.
Diversity of Provision: A Case for Catholic Schools
Dr Andrew Morris - Andrew Morris is currently Senior Research Fellow and Director of the Centre for Christian Education at Liverpool Hope University. He has spent forty years working in Catholic education in a variety of teaching, leadership, administrative and governance roles. He is a former secondary school head teacher and Deputy Director of Schools in the Archdiocese of Birmingham. He is the author of ‘Fifty Years On: The Case for Catholic Schools’, published by Matthew James in 2008.
Friday 5 November, 13.00 – Room G6 – School of Education, 69/71 University Street
“Using Choice and Competition to Address Educational Inequities: The Case of the United States”
By Professor Christopher Lubienski, Associate Professor, University of Illinois
Christopher Lubienski is an Associate Professor of education policy, and a fellow at the Forum on the Future of Public Education at the University of Illinois. He is also a fellow with the National Education Policy Center at the University of Colorado and the Education Policy Research Unit at Arizona State University. His research focuses on education policy, reform, and the political economy of education, with a particular concern for issues of equity and access. His current work examines organizational responses to competitive conditions in local education markets, including geo-spatial analyses of charter schools in post-Katrina New Orleans, and research on innovation in education markets for the OECD. After earning a PhD in education policy and social analysis at Michigan State University, Lubienski held post-doctoral fellowships with the National Academy of Education and with the Advanced Studies Program at Brown University. He was recently named a Fulbright Senior Scholar for New Zealand, where he will study school policies and student enrollment patterns. He has authored both theoretical and empirical journal articles on questions of innovation and achievement in school choice systems, including peer-reviewed articles in the American Journal of Education, the American Educational Research Journal, Educational Policy, and the Congressional Quarterly Researcher. His work has been featured in news media, including the New York Times, Washington Post, La Liberacion, Time Magazine, the Wall Street Journal, the Times Education Supplement, and Business Week. In addition to School Choice Policies and Outcomes: Empirical and Philosophical Perspectives (with Walter Feinberg, SUNY Press, 2008),
Lubienski recently published The Charter School Experiment: Expectations, Evidence, and Implications (with Peter Weitzel, Harvard Education Press).
Governments come and go -Educational reforms and strategies in schools and colleges
The Centre Research Study (CReSt): Educational Reforms 14-19
Jannette, Elwood, Aisling O’Boyle and Gavin Duffy, School of Education, Queen’s University Belfast
Jo-Anne Baird and Jo Rose, Graduate School of Education, University of Bristol
This seminar will draw upon findings from the 14-19 Centre Research Study (CReST). This study is investigating the impact of key educational reforms for 14-19 year olds in England upon schools and colleges (including special educational institutions). A significant aim of the study is to influence educational policy formation and implementation in this phase of education. Initial findings from case studies of 18 institutions will form the basis of the data to be presented at this seminar. We will be looking at the factors affecting Principals’ decisions regarding the extent to which their centre will engage with the reforms, aspects of partnership around collaboration and/or competition. Additionally, we will be looking at students’ experiences in the education system and their reactions to the reforms, especially those who have been defined as ‘disengaged’.
For more information please contact: Gavin Duffy at g.duffy@qub.ac.uk
Spiritual Development and Unfolding Wisdom in the Multicultural Context.
Professor Libby Tisdell, Penn State University, USA.
School of Education
Cathcart Room (G13)
69/71 University St
15 June 1-2pm
This seminar will discuss a qualitative research study of the spiritual development and unfolding wisdom of a multicultural group of adult educators as it developed over a 10 year period. It will also discuss implications for lifelong learning and culturally responsive education.
Dr. Elizabeth Tisdell, is Professor of Adult Education at Penn State University, USA. Her research interests include spirituality and culture in adult development and adult learning, multicultural issues, and critical media literacy in teaching for diversity in adult education.
Her scholarly work has appeared in numerous journals, and edited books. She is author of Exploring Spirituality and Culture in Adult and Higher Education (2003), a book based on a research study of a diverse group of adult educators (Jossey Bass, Pub) She is also a co-editor of the forthcoming edited collection Wisdom and Adult Education to be published in 2011.
Dr. Tisdell is also currently the co-editor of the Journal Adult Education Quarterly.
Further enquiries to Rob Mark, School of Education. r.d.mark@qub.ac.uk
7th May 2010, 12.30pm-2.00pm, G6, School of Education
by Bryan Wright*
‘The Western Academy and Peace: A Struggle of Concept(s) and Practice’
*Bryan is visiting research fellow in the School of education at Queens and a Phd Candidate at OISE/University of Toronto
"Testing of Students with Disabilities: Panacea or Problem?" - Professor Charles Russo, School of Law, University of Dayton, Ohio
Friday the 16th April 2010
The seminar will run between 1.00pm and 2.00pm in the Cathcart Room (G13), School of Education, 69/71 University St.
Charles J. Russo, J.D., Ed. D., is the Joseph Panzer Chair in Education in the School of Education and Allied Professions and Adjunct Professor in the School of Law at the University of Dayton. The 1998-99 President of the Education Law Association, and 2002 recipient of its McGhehey (Achievement) Award, he authored or co-authored more than 200 articles in peer-reviewed journals; authored, co-authored, edited, or co-edited thirty-seven books and has in excess of 750 publications. Dr. Russo has spoken extensively on issues in Education Law in the United States and in twenty-four other Nations.
Along with having spoken in twenty-four nations outside of the United States on six continents, Russo taught summer courses in England, Spain, and Thailand; he also served as a Visiting Professor at Queensland University of Technology in Brisbane, Australia; the University of Sarajevo, Bosnia and Herzegovina; South East European University, Macedonia; the Potchefstroom Campus of Northwest University in Potchefstroom, South Africa; the University of Malaya in Kuala Lumpur, Malaysia; and the University of São Paulo, Brazil. In the Fall of 2008, he was officially appointed an Extra-Ordinary (or Visiting) Professor at the Potchefstroom Campus of Northwest University in Potchefstroom, South Africa
Before joining the Faculty at the University of Dayton as Professor and Chair of the Department of Educational Administration in July 1996, Dr. Russo taught at the University of Kentucky in Lexington, Kentucky, from August 1992 to July 1996 and at Fordham University in his native New York City from September 1989 to July 1992. He taught high school for eight and one half-years, both prior to and after graduation from law school. He received a Bachelor of Arts degree (Classical Civilization) (1972), Juris Doctor Degree (1983), and Doctor of Education degrees (Educational Administration and Supervision) (1989) from St, John’s University in New York City. He received a Master of Divinity degree from the Seminary of the Immaculate Conception in Huntington, New York (1978). He received a Ph.D. Honoris Causa from Potchefstroom University, now the Potchefstroom Campus of Northwest University, in Potchefstroom, South Africa, in May 2004, for his contributions to the field of Education Law. Dr. Russo’s wife, who has a Master’s Degree in Special Education, is a pre-school teacher; his son, a Phi Beta Kappa graduate of Georgetown University, attends Duke University School of Law; his daughter, a political science graduate of the University of Dayton, is studying nursing at Sinclair Community College in Dayton
Education in Divided Societies Symposium - “Separate Schools and the Plural Society”
Thursday 22nd April from 09.00 – 16.00 in the Great Hall, Lanyon Building
The aim of this seminar is three-fold. First, it will consider arguments for and against separate schools in the context of broad themes relating to ‘inclusiveness’, ‘social justice’, ‘social cohesion’ and ‘human rights’. Second, it will examine evidence from separate schools in Northern Ireland regarding their potential to meet the challenge of promoting social cohesion in a society that continues to experience high levels of sectarian tension and ethnic division. Third, representatives from the three main school sectors in Northern Ireland will offer perspectives on the challenges of a separate education system and the role of their school sector in helping to build the peace.
1.00-2.00pm, Friday 26 March 2010
G13 (Cathcart Room), School of Education, 69/71 University Street
Professor Paul Connolly
This workshop focuses specifically on developing the skills necessary to writing articles for publication in high quality academic journals. With the Research Excellence Framework (REF) in mind, the workshop will focus on current definitions of quality and what an article rated as 3* or 4* within the REF system should look like. The workshop will then run through a number of practical skills in the planning, preparation and writing of articles aimed at achieving this level of quality. The workshop will be of interest to lecturers, contract researchers and research students nearing completion who are seeking to produce articles that are potentially returnable through REF. It will have a specific focus on education.
Assessment and Learning Cluster Research Seminar
School of Education, Queen’s University Belfast - Friday 29th January 2010, 1-3:30pm
Race, sex, class and educational attainment at age 16
Dr Steve Strand, Institute of Education, Warwick University
Abstract
The major source for monitoring the educational attainment of 16 years olds in England by ethnicity, gender and social class has been the Youth Cohort Study (YCS), but this data source is limited in several ways. This seminar will present findings from the Longitudinal Study of Young People in England (LSYPE) which links detailed data on the experiences, attitudes and aspirations of over 15,000 young people and their parents with the pupils’ scores in national tests at age 11, age 14 and age 16, as well as a range of variables from the School Census. The results reveal that social class gaps in attainment are substantial and much greater than ethnic or gender gaps. However social class, ethnic group and gender do not combine in a simple additive fashion, rather they interact in complex ways. Overall the results do not support accounts of educational success or failure that focus exclusively on class, ethnicity or gender, and challenge researchers to develop more nuanced interpretations of educational attainment.
Dr Steve Strand Associate Professor, Institute of Education/CEDAR, University of Warwick, E-mail: steve.strand@warwick.ac.uk
General Biography
Steve joined the University of Warwick in April 2005 as Reader in Education. He is Deputy Director of Research, Course Director for the MA in Educational Research Methods and teaches both Foundation and Advanced Quantitative Research Methods. Previously (1998-2005) Steve was Senior Assessment Consultant at nferNelson, the UK’s leading educational test and assessment publisher. Prior to that Steve was Head of Research and Evaluation at Wandsworth Local Education Authority (1990-1998) and Head of Assessment and Evaluation at Croydon LEA (1988-1990) and in these roles was responsible for pioneering work on ‘value added’ analyses of school performance. He holds a first class BA Hons and PhD in Psychology. Steve has worked extensively with Government departments, Local Authorities and individual schools on the analysis of pupil attainment, school effectiveness and differential pupil progress.
Key Links
Contact Info
School of Education69-71 University Street
Queen's University Belfast
Belfast
BT7 1NHL
+44 (0)28 9097 5941/3323
+44 (0)28 9097 5066
education@qub.ac.uk
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