British Education Studies Association
13th Annual International Conference
Liverpool Hope University
Education as a collaborative process
Early Career Researchers Event: 28 June 2017
Main Conference: 29–30 June 2017
|Thursday 29th June 2017|
|08:30- 10:00||Registration – Tea & coffee on arrival. (EDEN Corridor)|
|10:00- 10:15||Welcome (Chair and Vice Chancellor of Liverpool Hope University) (EDEN 130)|
|10:15- 11:15||Keynote 1: Prof Alison Cook-Sather, Bryn Mawr College, Pennsylvania (EDEN 130) |
“Embracing an Ethic of Reciprocity: Pedagogical Partnership in Teaching and Learning”.
|11:15- 11:45||Tea and Coffee (EDEN Corridor)|
|11:45- 13.00||Parallel Paper Sessions 1 (EDEN 102/103/105/108/112/114)|
|13.00- 14.00||Lunch (EDEN Arbour Room)|
|14.00- 15.00||Key Note 2: Dr Colette Gray, Queens University Belfast (EDEN 130) |
“New and emerging ethical dilemmas: pre-empting the unknown.”
|15.00- 15.30||Tea and coffee (EDEN Corridor)|
|15.30- 16.45||Parallel Paper Sessions 2 (EDEN 102/103/105/108/112/114)|
|16:45- 17:30||AGM (EDEN 130)|
|17:30- 19:30||Free time|
|19:30- 20:30||Drinks reception (EDEN Arbour Room)|
|20:30||Conference Dinner (EDEN Arbour Room)|
|Friday 30th June 2017|
|08:30- 09:00||Registration (EDEN Corridor)|
|09:00- 09.15||Welcome to the second day of the conference (EDEN 130)|
|09.15- 10.15||Keynote 3: Prof Geoff Whitty, Bath Spa University and University of Newcastle, Australia (EDEN 130) |
‘What IS Education as a field of study?’
|10.30- 11.30||Parallel Paper Sessions 3 (EDEN 102/103/105/108/112/114)|
|11.30- 11.50||Tea and Coffee (EDEN Corridor)|
|11.50- 12.50||Parallel Paper Sessions 4 (EDEN 102/103/105/108/112/114)|
|12.50- 13.50||Lunch (EDEN Arbour Room)|
|13.50- 14.50||Parallel Paper Sessions 5 (EDEN 102/103/105/108/112/114)|
|15.00- 15.15||Conference close (EDEN 130) – Tea & coffee to take away|
The conference booklet for this year’s conference is complete and can be found below. The booklet contains the abstracts for all of the delegate presentations in this year’s conference as well as the list of all delegates.13th-ANNUAL-BESA-CONFERENCE-2017-Conference-Booklet
Schedule of Presentations
|11:45-13:00 : Parallel Paper Session 1|
|A EDEN 105||Sue Ainsworth, When lip service isn’t good enough: Embedding curriculum change: Exploring faculty perspectives on adopting openness as a core design principle. |
Trevor Cotterill, Sexuality in Education.
Oliver Wimborne, Preparing for life after school and the everyday ethics of post16 education. Findings from a capability approach study.
|B EDEN 114||Simon Taylor, Creating conducive learning environments with students: Technology Enhanced Learning – distraction or enhancement? |
Owen Barden, “I wouldn’t be able to graduate if it wasn’t for my mobile phone.”: Mobile literacies and the construction of complex academic texts in Higher Education
Jo Axe, A vehicle for educational change.
|C EDEN 103||Ciaran O’Sullivan, Stories of ‘Becoming Student’ – Lessons for Lecturers. |
Geoff Bunn, Somewhere Over the Rainbow: Power, Pleasure and Subject Positions Associated with the Student Journey. Lauren Clark, The University as a Transformative Space.
|D EDEN 102||El hadj Moussa Benmoussa, Teaching Literature Using Critical Thinking and Communicative Approaches. |
Jackie Greatorex, Two taxonomies are better than one: towards a method of analysing a variety of domains and types of thinking.
Christopher Mosley-Ferro, Higher Education study in UK prisons: Ex-offenders’ perspectives and lived-experiences.
|E EDEN 112||Mary Andall-Stanberry, Challenging deficit theories of black students in higher education. |
Rosie Germain, The meaning of difference in discourse about black education in twentieth century America.
Ruth Mieschbuehler, The Minoritisation of Higher Education Students: An Examination of Contemporary Policies and Practice
|F EDEN 108||Amanda Turner, An investigation into the impact of incidental learning on trainee teachers’ professional development, whilst working in the FE context. |
Alison Brady, Prescription through Profiling, Profiling through Prescription.
Deborah Pope, Conceptions of subject knowledge in the initial education of primary teachers.
|15:30-16:45: Parallel Paper Session 2|
|A EDEN 105||Cathal O’Siochru, Keeping them in the dark: What research has to say about the choice between offering seen vs unseen exams. Caroline Lewis, ‘But is this relevant for the assignment?’ |
Liz Gregory, The Impact of Academic Transition on Learner Identity.
|B EDEN 114||David Menendez Alvarez Hevia, A critical approach to Emotional Intelligence as a dominant discourse in education. Sandra Abegglen and Jessie Bustillos, Toward an Understanding of Discourses Surrounding Education Studies. |
Stephen Ward, Economics and Education Studies.
|C EDEN 103||Nick Young, Facilitating Remote Inter-Group Collaborative Learning Using Multitouch Tables – pedagogy and practice. Sule Betul Tosuntas, Factors that affect the interactive whiteboard usage of teachers and its effect on performance. |
Ruby Price, Interactive Teaching of Languages with Technology 2 (iTILT2).
|D EDEN 102||Graham Downes, Educationalists, we need to talk about counterfactuals. |
Chris Grant, Attitudes to Research Ethics in Sub Saharan Africa.
Juan Luis Fuentes, Character Education in England and Spain: Socio-historical and theoretical similarities and differences.
|E EDEN 112||SYMPOSIUM: Dissolving the boundaries: the challenges of developing collaborations and reciprocity in practice. Presenters: Erika Laredo, Caroline Mountain, Ros Chiosso|
|10:30-11:30: Parallel Paper Session 3|
|A EDEN 105||Joe Gazdula, Researcher Efficacy vs. The Tick Box Culture. |
Howard Gibson, Academic Judgement in Higher Education: The social cost of its demise?
|B EDEN 114||Shaun Taylor, Rules of grammar means JAMS are toast. |
Katya Saville, Parents as Policy Makers in the Planning of Bilingual Free Schools.
|C EDEN 103||Harriet Pattison, Constructing the ‘other’ in Education. |
Richard Race, Multiculturalism and multicultural education practice.
|D EDEN 102||Liz Beastall, Education as a coercive process: Stories of confusion and (mis)communication in teacher narratives. |
Chloe Shu-Hua Yeh, Fostering creativity in education.
|E EDEN 112||SYMPOSIUM: Pushing forward with new knowledge at Undergraduate level: Exceptional Student Dissertations. |
Presenters: Kirsty Abbott and Joshua Perren
|F EDEN 108||SYMPOSIUM: Learning Thorough Collaborative Manual Labour in Schools’ |
Presenters: Matthew Carlin and Lars Bang
|11:50 -12:50: Parallel Paper Session 4|
|A EDEN 105||Sarah Telfer, The Use of Storytelling and Anecdotal Stories as Pedagogic tool in the Classroom. |
Ruth Wills, Exploring the ethics of agency through the lens of ‘Bildung.’
|B EDEN 114||Suanne Gibson, When rights are not enough, what is? The need for ‘politicised’ compassion in the quest for social justice. |
Emily Forster and Tracy Slawson, Disabled Students’ perspectives of Learning Development provision.
|C EDEN 103||Sarah Evans, “Why can’t they just say it in a simpler way?!” |
Aysun Öztürk, Access to education in turkey: issues, challenges and policies.
|D EDEN 102||Tristan Middleton, Richard Millican and Sian Templeton, Developing academic buoyancy and resilience through the assessment feedback process. |
Thomas Feldges, Sonia Pieczenko, Anne Barker – Is it all about the marks?
|E EDEN 112||Duncan Grant, MISSING OUT: does Masters students’ preference for surveys produce sub-optimal outcomes? |
Michael Gilsenan, Interrogating Power Relationships and Problematising Assessment.
|F EDEN 108||Sasha Lawson-Frost – R G Collingwood and the Role of Enquiry in Education. |
Jacqueline Elton – Goldilocks and the Theory Bears.
|13:50 -14:50: Parallel Paper Session 5|
|A EDEN 105||Amal Banunnah, The Challenges and Opportunities in Implementing Sex Education in the Preschool Curriculum in the Kingdom of Saudi Arabia. |
Md Shaikh Farid, Catholic Education in Bangladesh: The Case of Congregation of Holy Cross, 1947-2016.
|B EDEN 114||Ben Ewart-Dean, How creative film-making can help to improve the social communication skills of children on the autism spectrum. |
Mohamed Kamal and Nikolaos Nikitas, Official and Unofficial Feedback; Getting into the students’ minds through all possible ways.
|D EDEN 102||Catherine O’Connell and Namrata Rao, Metricisation of English Higher Education: Academics’ perspectives on impact of TEF and REF on professional practice. |
Beverley Henshaw, Overturning a false dichotomy: Academic versus ‘whole-child’ approaches to education.
|E EDEN 112||Yasmin Stefanov-King, Making learning real. |
Diahann Gallard, Re-emphasising teacher-learner collaboration and shared intentionality in promoting mental health and wellbeing in the school environment.
Dr. Colette Gray
Principal lecturer in Early Childhood Studies at Stranmillis University College, Queens University Belfast.
Keynote: New and emerging ethical dilemmas: pre-empting the unknown
Dr Colette Gray BSSc. PhD. PGCHET. C’Psychol. AFBPsS. FHEA. AMRSM is a Principal Lecturer in Early Childhood Studies and teaches at both undergraduate and postgraduate level. Her specialist teaching areas are children’s cognitive development and research methods. Until recently she was the Head of Research Development in Stranmillis University College and led the College’s highly successful REF2014 submission. She is widely published and was a key author in the development and publication of the first ethical guidelines for students, educationalists, academics and practitioners working in the Early Years field titled: EECERA Ethical Code for Early Childhood Researchers. Her other areas of interest include participatory research involving young children, atypical development and educational achievement.
EECERA Ethical Code for Early Childhood Researchers. REVISED VERSION 1.2: May 2015. By Bertram, T., Formosinho, J., Gray, C. Pascal, C. & Whalley, M. Available to download at:
New and emerging ethical dilemmas continue to challenge university academics, scientists, journal editors and practitioners. All institutions operate according to their own ethical guidelines which are published and made available to the student body and staff. Further guidance comes from specialist academic subject areas; for example psychologists are expected to meet the ethical demands stated by the American Psychology Association or, in the UK, the British Psychological Society. Similarly researchers and academics working and publishing in the education field are guided by the principles stated in the British Educational Research Association 2011. Premised on the medical model of ‘do no harm’, integrity is the heart of research. This keynote includes several real world case studies and I will ask you to consider how you might have responded to each dilemma. In essence, this is an interactive presentation which requires your participation.
We will take as our starting point the falsification and misrepresentation of research data and I offer you two examples. The first occurred at my own university when, in my role as Head of Research Development, I was asked to read a thesis submission and to determine how best to respond. No further information was supplied.
The work was submitted by a student completing her final year of a BA (Hons) Early Childhood Studies degree and the subject under investigation was the ‘Role of integrated education in a divided society’. Not a common area of interest to our BA ECS students but a welcome diversion from the typical gender differences in children’s play or the inclusion of children with special educational needs in mainstream schools. So I was intrigued and looked forward to reading the work. It was well organised and presented, cogent with a large number of appropriate and up to date references included. The methods and results sections were strong and the discussion and conclusion sections indicated a strong awareness of the implications of the study. It quickly became clear, however, that the work drew on post primary pupils’ experiences of integrated education; early years explores every facet of children from birth through to eight years of age. It heavily cited the work of one of my colleagues and nowhere was ECS mentioned. At that point I spoke with the referenced colleague and showed him the work, which he instantly identified as authored by one of his own BEd students that year.
An inquiry was launched and the student invited to the meet the investigation panel with a view to explaining her actions. Initially she refused to admit that her work was plagiarised from research conducted by another student but eventually admitted that she had found a pen drive which included the completed thesis. Given she was struggling to meet deadlines, she thought no one would notice and agreed her course of action was reprehensible. The panel concluded its enquiry and sent its report to the College principal as a matter of urgency. Had you been on that panel what advice would you have offered the university?
In another case, as editor of a journal I was contacted by a reviewer who raised serious concerns about a paper under review. She said she had conducted the review of the same paper for another journal and it had been accepted and published. She believed the second submission bore striking similarities to the original article. She sent me a copy of paper 1 and 2 and had highlighted all areas of similarity. As editor it was my job to determine if and what action was required.
With the exception of the title both of which differed and the authors’ named listed on the paper much of the paper 2 was drawn from paper 1. The issue here concerns Self-plagiarism. Having identified large portions were exactly the same in both papers what course of action would you have advised?
We then shift our focus to consider the ethical issues and vulnerability of young children who are presented at their worst in programmes such as Tiny House of Terrors, or in YOUTube clips of screaming children, fights between siblings etc. Questions regarding, informed consent, the child’s right to anonymity and confidentiality will be considered with regards to potential legal challenges on the grounds of exploitation with an example drawn from Pop world.
The response to these and other case studies will be discussed during the keynote address.
Prof. Alison Cook-Sather
Professor of Education and Director of the Teaching and Learning Institute at Bryn Mawr College, Pennsylvania.
Keynote: Embracing an Ethic of Reciprocity: Pedagogical Partnership in Teaching and Learning
Alison Cook-Sather is the Mary Katharine Woodworth Professor of Education at Bryn Mawr College and Director of the Teaching and Learning Institute at Bryn Mawr and Haverford Colleges. Her research focuses on how differently positioned participants in education can work in partnership toward deeper learning and on how various metaphors and the classical anthropological concept of liminality can be used to analyze how education is and might be conceptualized and practiced. Supported by grants from the Ford Foundation, The Arthur Vining Davis Foundations, and The Andrew W. Mellon Foundation, Dr. Cook-Sather has developed internationally recognized programs that position students as pedagogical partners to prospective secondary teachers and to practicing college faculty members. She has published over 85 articles and book chapters and given as many keynote addresses, other invited presentations, and papers at refereed conferences in Australia, Brazil, Canada, Italy, Spain, Sweden, the United Kingdom, and throughout the United States. She has published five books including Engaging Students as Partners in Learning & Teaching: A Guide for Faculty (co-authored with Catherine Bovill and Peter Felten, Jossey-Bass, 2014), Learning from the Student’s Perspective: A Sourcebook for Effective Teaching (Paradigm Publishers, 2009), and International Handbook of Student Experience in Elementary and Secondary School (co-edited with Dennis Thiessen, Springer Publishers, 2007). From 2010-2015, she was the Jean Rudduck Visiting Scholar at the University of Cambridge in England.
Alison Cook-Sather, Mary Katharine Woodworth Professor of Education, Bryn Mawr College, and Director, Teaching and Learning Institute, Bryn Mawr and Haverford Colleges, USA
Pedagogical partnerships invite students and teachers into “a collaborative, reciprocal process through which all participants have the opportunity to contribute equally, although not necessarily in the same ways, to curricular or pedagogical conceptualization, decision-making, implementation, investigation, or analysis” (Cook-Sather, Bovill, & Felten, 2014, pp. 6-7). If partnership is understood as “a relationship” in which all involved are “actively engaged in and stand to gain from the process of learning and working together” (Healey, Flint & Harrington, 2014, p. 12), then “the linchpin” of partnership is “a relational process between students and academics/staff underpinned by a mindset” (Matthews, 2016). Cook-Sather and Felten (in press, 2017) have called this mindset “an ethic of reciprocity” — an ethic that enacts the principles of respect and shared responsibility as well as reciprocity in teaching and learning (Cook-Sather, Bovill, & Felten, 2014). Working within the conceptual framework these definitions of pedagogical partnership provide, this keynote will present two of the longest standing examples of student-teacher partnership, both based at Bryn Mawr and Haverford Colleges. The first, Teaching and Learning Together, created in 1995 and based in the Colleges’ teacher preparation program, pairs secondary students with undergraduate teaching certification candidates in semester-long, email exchanges focused on pedagogical issues to prepare the prospective secondary teachers for informed classroom practice. The second, Students as Learners and Teachers, created in 2006, pairs undergraduates and academic staff in semester-long partnerships focused on classroom practice in which the staff partners are engaged. The keynote will include a discussion of the structures and outcomes of these programs and address research and policy implications of such approaches to learning and teaching guided by an ethic of reciprocity.
Prof Geoff Whitty
Director Emeritus, UCL Institute of Education, UK, Global Innovation Chair in Equity in Higher Education, University of Newcastle, Australia and Research Professor in Education, Bath Spa University, UK
Keynote: What IS Education as a field of study?
Geoff Whitty was Director of the Institute of Education, University of London from 2000 to 2010, having previously served as its Karl Mannheim Professor of Sociology of Education from 1992. He is widely credited with leading the Institute to new heights in terms of its local, national and international standing. Earlier, he taught in primary and secondary schools before pursuing a career in higher education at Bath University, the University of Wisconsin-Madison, King’s College London, Bristol Polytechnic and Goldsmiths College. He now holds a part-time Research Professorship in Education at Bath Spa University and a Global Innovation Chair in Equity in Higher Education at the University of Newcastle, Australia. His current research is on teacher education and access to higher education. His most recent books are Research and Policy in Education (IOEPress 2016) and Knowledge and the Study of Education (with John Furlong), published by Symposium Books earlier this year.
Geoff Whitty, Director Emeritus, UCL Institute of Education, UK, Global Innovation Chair in Equity in Higher Education, University of Newcastle, Australia and Research Professor in Education, Bath Spa University, UK
In this keynote lecture, Geoff Whitty will draw on his new book with John Furlong, Knowledge and the Study of Education (Symposium Books, 2017), to discuss different knowledge traditions in teaching and research in Education. The book draws on a British Academy project that looked at how the study of Education is constituted in seven different jurisdictions – Australia, China, France, Germany, Latvia, the USA and the UK. It identified twelve major knowledge traditions, and classified these as Academic Knowledge Traditions (such as Sciences de l’Éducation), Practical Knowledge Traditions (like that practised in Normal Colleges) and Integrated Knowledge Traditions (including the currently fashionable concept of Research-informed Clinical Practice). In the lecture, Geoff will discuss the nature of these different traditions and, using a Bernsteinian framework, consider how they might be located along two dimensions – Sacred-Profane and Objective-Normative.
Early Career Researcher Day
Early Career Researchers Event 28th June 2017
The Early Career Researcher Event is a day-long FREE event aimed at undergraduate and postgraduate students as well as early career staff; anyone who is already embarked on or thinking of embarking on a career as a researcher in Education.
This day will be comprised of a series of workshops aimed at helping early career researchers to develop their understanding of research in Education and enhance their skills as a researcher. These workshops are run by highly experienced staff who are happy to share their own experiences as researchers and practitioners in a variety of education roles and careers.
In addition to sharing their own insights they will welcome the comments, questions and experiences of those attending the workshop as well. The aim is to have a discussion not a lecture and so inputs from all those you attend will be more than welcome.
This year’s event includes sessions on a variety of topics such as…
- Gaining HEA Status: What is HEA fellowship and why should you care about it?
- What kind of academic are you?
- The secrets of stress free communication: Managing the supervision-relationship from a student perspective
- When numbers are not enough: Qualitative research in an age of measuring.
- The Hazards of the Will to Teach: A Guide for New Lecturers
- Writing for publication
This event is entirely FREE to attend. Refreshments will be provided. You do not need to attend the main conference to attend this day. You will need to contact us to register for this event so that we can ensure we have sufficient space and resources for all.