An opportunity for presenters and delegates to ask any ‘last-minute’ questions.

Outgoing Chair, Dr Zeta Williams-Brown

Conference Chair Dr Dylan Adams

Professor Tonia Gray, Western Sydney University

Paper session one: Covid-19 related studies

Chairs: Caroline Lewis and Richard Sanders

• Conducting exams outside during the pandemic: reflections on current practice and lessons for the future. Asad Ghalib, Liverpool Hope University.
• Impact of Covid on the challenges associated with ethnographic data collection: reflections on experience as a new researcher. Thomas Morris, Cardiff Metropolitan University.
• Exploring the factors of time and space for undergraduate students studying and writing in Covid times. Verity Aiken, Nottingham Trent University.
• Ecological education: a response to the anthropocene. Sandra Abegglen, Solent University, David Blundell, London Metropolitan University, Jessie A. Bustillos Morales, London Metropolitan University.

Paper session two: Schools

Chairs: Sarah Evans and Chrysoula Magafa

• Decolonising the curriculum investigating the challenges and possibilities at an English Business school. Asad Ghalib, Liverpool Hope University.
• Private tuition as an educational and alternative: challenges and possibilities. Maureen Smith, Newman University.
• Teachers’ perceptions about mental health problems as a hidden crisis among school students and role of school-based mental health facilities. Saba Khurshid, Liverpool Hope University.
• Crossing the boundaries to FE: Experiences of transition. Amanda Thomas, South Wales University.

Dr Joe Gazdula and Dr Sarah Evans, journal editors

Paper session three: Alternative programmes and strategies

Chairs: Dylan Adams and Aneta Hayes

• Toilet Rolls and Chromebooks: School Leadership and Management of Education Technology in the four nations of the United Kingdom during the early months of COVID. Andrew Joyce-Gibbons, Bath Spa University, Gary Beauchamp, Cardiff Metropolitan University, Linda Clarke, Ulster University, Moira Hulme, Manchester Metropolitan University, Lorna Hamilton, Edinburgh University.
• Using targeted programme to support quiet, shy and anxious learners in the early years’ classroom. Rhiannon Packer and Susan Davis, Cardiff Metropolitan University.
• We try and turn them around, don’t we? Supporting student autonomy at the margins of alternative provision. Claire Kinsella, Staffordshire University.

Paper session four: Higher Education

Chairs: Steve Dixon and Zeta Brown

• Rethinking independent learning as a practice of academic freedom using student vlogs. Loretta Okeke, Manchester University.
• Clever but not posh. Cheryl Hedges, Newman University.
• The influence of the interplay of the students with dyslexia as performers, lecturers as advance in the university as a front on the social construction of dyslexia in Higher Education. Dana Omar, University of Derby.

Professor Sean Blenkinsop, Simon Fraser University.

Incoming Chair, Caroline Lewis

Conference Chair Dr Dylan Adams

Emeritus Professor Stephen Ward

Paper session five: International studies

Chairs: Joe Gazdula and Julia Everitt

• Migrant children’s education in China’s disadvantaged area: privately-run migrant schools in Guiyang City. Yao Wang, Newcastle University.
• The disconnect about displacement: IDP access to educational alternatives in Iraq in the Covid-19 era. Mariam Hassoun, University of Oxford.
• The relevance of the intangible: community engagement, indigenous knowledge practices, and sustainable development at the University of Zambia. Marcellus Mbah, Nottingham Trent University.

Paper session six: Assessment

Chairs: Alpesh Maisuria and Ruth Mieschbuehler

• Who assesses the assessors? Jonathan Barnes, University of Chichester.
• Fostering engagement by grading: a study of students’ participation in assessed tutorials. Asad Ghalib, Liverpool Hope University.
• ‘If you’re viewed as that stereotypical black person, you’re not going to do as well’: Racial inequalities in assessment and assessment practice in Higher Education. Paul Campbell, University of Leicester.
• “When I was 11, I was more concerned about having fun with my friends and playing football.” Exploring GCSE students’ perceptions of assessments and the performative culture in schools. Kiah Bond, Newman University.

Paper session seven: Education Studies and Resilience

Chairs: Joe Gazdula and Caroline Lewis

• Education Studies: an international perspective. David Menendez Alvarez-Hevia, Manchester Metropolitan University, Alejandro Rodriguez-Martin, University of Oviedo, Dolors Forteza Forteza, University of the Balearic Islands and Emilio Álvarez-Arregui, University of Oviedo.
• Reconsidering resilience as an educational goal. Michael Hall, Winchester University.
• The health, status and future of undergraduate education programmes: a comparison on leading and developing the subject within different institutions. Mark Pulsford, Warwick University, Rebecca Morris, Warwick University and Ross Purves, University College London.

Paper session eight: Outdoor Education and Blogs

Chairs: Sarah Evans and Steve Dixon

• To blog or not to blog: To understand how (if at all) blogs provide collaborative and co-constructed learning experiences for part-time students in higher education. Fiona Casserley, Nottingham Trent University.
• Mindful approaches with primary school aged pupils (aged 7-10 years), in a nature reserve, from the perspective of their teachers. Dylan Adams and Gary Beauchamp, Cardiff Metropolitan University.
• Same actors, undecided roles: towards an understanding of forest schools as sites of knowledge construction. Angela Garden, Liverpool John Moores University.
• “I learn better this way”. Forest school as alternative pedagogy. David Cudworth, De Montfort University.

Paper session nine: Schools and Learning Cycles

Chairs: David Menendez Alvarez Hevia and Chrysoula Magafa

• The chicken or the egg? Prioritising teacher confidence vs. teacher competence when using technology to create effective learning opportunities. Sophie Meace, University of South Wales.
• Collaborating in school networks: the realities of navigating the professional boundaries of schools. Julia Everitt, Birmingham City University.
• Re-thinking Kolb; Open Learning ‘Cycles’ and the case for micro-reflections. Joe Gazdula, Edge Hill University and Sarah Evans, Manchester Metropolitan University.

Paper session ten: Religious education, spirituality, and nurse education

Chairs: Richard Sanders and Aneta Hayes

• Reassessing religious education: understanding the challenges and exploring the possibilities in Scottish non-denominational primary schools. Stephen Scholes, Glasgow University.
• Exploring inclusive teaching in RE classrooms. Akbar Ali, Staffordshire University.
• The influence of Kirtan in Early Years Education on the foundation of spirituality in a Sikh Nursery Japjit Kaur, Newman University.
• Promoting praxis in nurse education. Catherine Best, Saint Catherine’s Hospice, Scarborough.

Professor Emeritus David Jardine, University of Calgary.