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School of Education FACULTY OF EDUCATION, SOCIAL SCIENCES AND LAW Research Students‟ Annual Conference (RSAC) 2009 26 November, University House, University of Leeds School of Education Research Students’ Annual Conference (RSAC) 2009 26 November, University House, University of Leeds Welcome We are pleased to welcome you to the Sixth Research Students Annual Conference (RSAC 2009) of the School of Education. This has become a significant annual event in the School‟s calendar as it brings all the research students together to present various aspects of their studies to their peers and lecturers in a friendly and supportive environment where they have the opportunity to engage in very constructive discussions. We thank Professor John Leach for accepting to give the keynote address on the important topic of Designing Teaching to Promote Learning. We also thank all the research students who have accepted to make presentations and encourage those who were not able to present today to take advantage of such opportunities in future. Finally, because this event is basically a students‟ affair, we invite research students to volunteer to serve in the committee that will organise the RSAC for the year 2010. We hope you enjoy the presentations. Thank you. The Organising Committee: Research Students Abdullah Alnutaifi Asma Almahrouqi HyeWon Kim Mohammed Abdul Hussain Mohammed Alzaghibi Naseem Hallajow Paul Colewood Staff Aleksandra Szweda John Monaghan 1 School of Education Research Students’ Annual Conference (RSAC) 2009 26 November, University House, University of Leeds The programme 9.30 - 9.45 Registration, tea and coffee, badges and packs 9.45 - 10.00 Welcome and opening remarks Opening Plenary; Designing Teaching to Promote Learning: Theoretical, Practical 10.00 - 11.00 and Methodological Issues; John Leach, Professor of Science Education & Dean of ESSL, University of Leeds 11.00 - Tea and coffee 11.15 Great Woodhouse Room St. George Beech Grove (Chair- Mohammed Hussain) (Chair – Naseem) (Chair –HyeWon) Nur Jahan Ahmad Halima Al-Badwawi Designing, implementing and evaluating a teaching sequence to “An apple with lots of John Vaughan 11.15 - promote Malaysian upper beautiful colours and flavours, Subjectivity and the role of 11.45 secondary school students‟ but inside there is worms”: values in educational research conceptual understanding of investigating teachers views on aspects of electrochemistry. students‟ writing Dora Orfanidou Maicol Formentelli Developing and evaluating a Naseem Hallajow English lingua franca research-based instructional Identity and language choice interactions in academic 11.50 - approach for the teaching of the online in the Syrian higher settings: patterns of formality, 12.20 energy concept in Cyprus high education context power, deference and schools. familiarity Helen Morris Michael Hepworth The representation of The teaching and learning of Paul Colewood socioscientific issues in a spoken argument in ESOL Assessing assessment: 12.25 - school science curriculum classrooms. things we forgot to 12.55 remember 12.55- 1.40 LUNCH (Chair- Mohammed Alzaghibi) (Chair- Paul) (Chair- Suad) Abdullah M. Alnutaifi Hye Won Kim Cherril Collins Education and changing winds: a Ethnic identity of new Korean The gatekeeper and beyond: proposed model for using Web migrant children adjusting to gaining access and eliciting 2.0 learning pedagogies in higher mainstream school in the UK- an responses in schools 1.45- 2.15 education based on the Saudi ethnographic study exploring educational policies contexts of ethnic religious communities Svava Petursdottir Eliphelet Rivera Cuayahuitl Paul Makocho Methodological challenges of University language teachers' HIV/AIDS education in an experimental study usereligious communities of instructional materials Malawian secondary schools: 2.20 - 2.50 are the pupils‟ needs being addressed? Richard Gresswell Maria Bertani Tress Helen E Jang Discourse, identity and language Self-esteem as a predictor of Prospective EFL teachers' learning in digital spaces resilience in Latin-American perspectives and practices of 2.55 – 3.25 academics in the United teaching speaking Kingdom. Panel Session: Tips for more effective use of ICT. Presented by: Abdullah Alnutaifi – Asma 3.30 - 4.10 Almahrouqi – Mohammed Alzaghibi 4.10 - 4.30 Closing and Certificates – Tea and Coffee 2 School of Education Research Students’ Annual Conference (RSAC) 2009 26 November, University House, University of Leeds Abstracts 10.00 - 11.00 Keynote Speaker Name Professor John Leach Email J.T.Leach@education.leeds.ac.uk Title Designing Teaching to Promote Learning: Theoretical, Practical and Methodological Issues There are relatively few examples where teaching practices draw explicitly and extensively upon theoretical or empirical insights about learning. In the UK and USA, policy makers Room1 / Great Woodhouse have placed the blame for this situation squarely upon researchers, who are accused of conducting work addressing „the wrong kinds of questions‟ to have an impact on practice, or using „the wrong kinds of methods‟ to establish knowledge about „what works‟, or communicating through „the wrong channels‟ to make an impact on teachers and other practitioners. In this talk, I will rehearse some well-known difficulties faced by researchers who want to draw upon theoretical insights about learning in designing teaching. I will describe research programmes usually referred to as „design-based research‟ in N. America, and „didactics‟ in non-Anglophone Europe, that have tried to address these difficulties by producing knowledge that is close to the practice of teaching, and therefore useable. I will illustrate my talk with examples from my own and colleagues‟ work on designing, implementing and evaluating science teaching 11:15 – 11:45 Parallel sessions 1 (Morning) Name Nur Jahan Ahmad Email email@example.com Title Designing, implementing and evaluating a teaching sequence to promote Malaysian upper secondary school students' conceptual understanding of aspects of electrochemistry Electrochemistry has been identified as a difficult topic in chemistry. This study examines the efficacy of a designed teaching sequence in improving students‟ conceptual understanding after they had been taught electrochemistry. This study is framed into three Room1 / Great Woodhouse phases: the design, implementation and evaluation phases. A case study for two classes was conducted in one school in Malaysia: the experimental class which followed the designed teaching sequence and the control class which followed the normal classroom teaching. Students‟ understanding was tested using a diagnostic test and the results from the Chi- Square analysis showed that students in the experimental class developed better scientific understanding compared to the control class in four out of five main learning areas in electrochemistry which are: (i) the nature or property of electrolyte, (ii) the movements of ions to the electrodes, (iii) the half cell equation, and (iv) the conductivity in the electrolytic cell. However, both classes seemed to have difficulties in the fifth learning area which is „the reactions at the electrodes‟. The findings also reveal that the designed teaching sequence has potential to be used as a tool to improve students‟ difficulties and understanding in electrochemistry. 3 School of Education Research Students’ Annual Conference (RSAC) 2009 26 November, University House, University of Leeds 11:15 – 11:45 Parallel sessions 2 (Morning) Name Halima Al-Badwawi Email firstname.lastname@example.org Title “An apple with lots of beautiful colours and flavours, but inside there is worms”: investigating Teachers Views on Students’ Writing Recently students‟ writing at tertiary level has become the subject of an increasing number of studies due to its significance in determining students‟ success in higher education Room 2 / St George settings. That is because assessment in many academic disciplines is based to a large extent on students producing "good" academic writing texts in the form of essays, assignments, term-papers or dissertations. This paper presents the views of English and disciplinary teachers on students‟ writing in the Omani socio-cultural context. Using semi-structured interviews, 14 English and subject teachers were interviewed and their opinions on the topic were solicited. The results indicate that teachers‟ conceptualisation of students‟ writing revolves around skills; focusing on surface features to judge how successful the students are in their attempt to write. In addition, teachers attribute students writing difficulties to deficits in their linguistic repertoire. 11:15 – 11:45 Parallel sessions 3 (Morning) Name John Vaughan Email email@example.com Title Subjectivity and the role of values in educational research The current dominant research paradigm is a Western, 'positivist' one. This believes in an 'objective' search for an ultimate truth. However, Thomas Kuhn has pointed to what he calls Room 3 / Beech Grove the "revealing logical lacuna in the positivist's argument". The presenter takes this to mean that, since the statement „we only accept objectivity‟ is subjective (coming from the mouth of a human), the statement is illogical. On the other hand, if we say „the more objective I can be, the more likely I am to convince others‟, we imply a value system that we strive for and accept the starting point of research, therefore, to be subjective. Once we accept all of this, we can discuss which values we share (A), what goals we would like to achieve (C) and, therefore, how we might conduct research (B) to enable (A) to reach (C).The presenter will illustrate how the mutual respect for others leads to a desire to eradicate things such as war, poverty and racism. Experimental research with multi-cultural teams is adopted, along with concurrent advances in neuroscience and palaeoanthropology, to see how best to engender respect for values which may help to get rid of the world's problems 4 School of Education Research Students’ Annual Conference (RSAC) 2009 26 November, University House, University of Leeds 11:50 – 12:20 Parallel sessions 1 (Morning) Name Dora Orfanidou Email firstname.lastname@example.org Title Developing and evaluating a research-based instructional approach for the teaching of the energy concept in Cyprus high schools This research is focusing on the teaching and learning of the concept of energy. The aims of the study are to: (a) review the international literature on teaching and learning about the concept of energy, (b) identify the key teaching and learning challenges associated with the Room1 / Great Woodhouse energy concept, (c) develop a research-based instructional sequence to address these teaching and learning challenges, and (d) implement and evaluate the instructional sequence. The participants of the research will be fifty students in two intact classes of an urban high school of Limassol in Cyprus of age 15-16 year old. One of the classes will hold the role of the experimental group whereas the other that of the comparison group. The data collection phase of the research will be held during the third term of 2009-2010.Data will be collected through two research instruments: (a) questionnaires which will be administered to the students prior (pre-test), during (short-length diagnostic probes only to students of experimental group) and after (post-test) the experimental intervention; (b) interviews which will be conducted with a small number of students of experimental group and with the teacher of experimental group after the end of each intervention. Furthermore, data will be collected through video recordings of the interventions. These different sources of data will be used in evaluating the intervention. 11:50 – 12:20 Parallel sessions 2 (Morning) Name Naseem Hallajow Email email@example.com Title Identity and language choice online in the Syrian higher education context The deeply-rooted relation that exists between identity and language (Suleiman, 1996; Joseph, 2004; Riley, 2007) seems today to be undergoing some changes. This is due to many factors among which are the global spread of English and the proliferation of Information Room 2 / St George and Communication Technologies (ICT). This study investigates the relation between identity and language in electronic contexts by exploring Syrian university students‟ use of the internet with a specific focus on their choice of language online. In order to examine the phenomenon in detail, I adopted a generic as well as specific approach in my study. So doing, I employed a survey approach to explore the phenomenon in general and a case-study approach to examine specific examples. In addition, I used a mixed-method approach for data-collection; I designed a questionnaire survey and distributed it among students. I also conducted a number of semi-structured interviews, and some non-participant observations. In this presentation, I will present the data I have collected and will try to point out possible emerging themes which need to be followed in the next stages of my research. 5 School of Education Research Students’ Annual Conference (RSAC) 2009 26 November, University House, University of Leeds 11:50 – 12:20 Parallel sessions 3 (Morning) Name Maicol Formentelli Email firstname.lastname@example.org Title English lingua franca interactions in academic settings: patterns of formality, power, deference and familiarity This paper arises out of an ongoing project aimed at the analysis of interpersonal relations in academic interactions among students and lecturers from different linguacultural backgrounds, who use English as lingua franca of communication. The research focuses on the expression of interpersonal stance and social deixis on the part of participants in lectures, seminars and group presentations, along the dimensions of formality, power, deference and Room 3 / Beech Grove familiarity. Moving from the hypothesis that non-native speakers of English are to a certain extent influenced by their native language(s) and culture(s), the study endeavours to uncover patterns of convergence and divergence with respect to the strategies employed by native speakers of English interacting in similar contexts. At this early stage of the research, I would like to propose a model for the conceptualization of formality, power, familiarity and respect in academic exchanges, establishing a link between these notions and the three main components of situation, namely setting, purpose and participants (cf. Brown and Fraser 1979; Hymes 1972). The model will account for some contextual parameters that regulate the dynamic management of rapport in the classroom, such as the spatial organization of the activity, participants‟ institutional roles, social positions and personal identities (i.e. Personality, attitudes), and will serve as a starting point for the analysis of linguistic and non-linguistic strategies exploited by students and lecturers. Some examples taken from a corpus of academic interactions recorded at the University of Pavia will be discussed. 12:25 – 12:55 Parallel sessions 1 (Morning) Name Helen Morris Email email@example.com Title The Representation of Socioscientific Issues in a School Science Curriculum In 2006 a revised science curriculum for students aged 14 – 16 was introduced across Room1 / Great Woodhouse schools and other education providers in England. A particular feature of these reforms is the heightened presence of socioscientific issues. This presentation focuses on the form socioscientific issues take in the revised science curriculum. I focus on a specific science course: 21st Century Science. Socioscientific issues feature strongly within this course. Through an analysis of the 21st Century Science textbooks it will be shown how socioscientific issues are presented from a single theoretical perspective. Whilst there may be „for and against‟ arguments given in the textbooks for particular issues, these arguments derive only from one perspective and do not draw on alternative ideas. The issue of developments in genetic technology will be used as an illustrative example. This text analysis will provide one analytical framework for my ongoing study examining how girls are responding to the teaching of socioscientific issues. 12:25 – 12:55 Parallel sessions 2 (Morning) 6 School of Education Research Students’ Annual Conference (RSAC) 2009 26 November, University House, University of Leeds Name Michael Hepworth Email firstname.lastname@example.org Title The teaching and learning of spoken argument in ESOL classrooms Room2 / St. George How do non-expert speakers of English construct arguments in the ESOL classroom? How might we account for this? How do teachers support the development of argument skills in the ESOL classroom? This ethnographically-oriented research aims to investigate questions like this through a mix of classroom observation and interview. Argument is conceptualised broadly as the making of a case and the focus is at discourse level. The main research sites will be the ESOL classroom and the ESOL teacher-education classroom. This presentation will draw upon data from the initial phase of the research and will be exploratory in nature 12:25 – 12:55 Parallel sessions 3 (Morning) Name Paul Colewood Email email@example.com Title Assessing assessment: things we forgot to remember Over the past two decades, schools in Britain have collected and used increasing amounts of pupil assessment data, ranging from pupils‟ performance in National Tests to within school cohort tracking. Such data is intended to be used to improve pupil progress and inform the Room 3 / Beech Grove process of school improvement. There is a growing body of research which challenges our current approach to assessment. Issues demanding attention include the following: •The nature of what is being assessed, including the predominance of summative, criterion- referenced assessment. This may not allow some children with special educational needs to demonstrate progress and can reduce opportunities to explore and understand pupil learning. •The real value of assessment for learning, in particular the extent to which teachers can realistically use information for the purposes of forward planning and the contentious issue of pupil targets. •How assessment practices impact upon pupils and teachers, including pupil self-esteem and competency and the skills repertoire of teachers. In this presentation I will explain how my own experiences as a primary school teacher led me to embark on my own research project, which is at a very early stage, and outline my learning journey to date. 13:45 – 14:15 Parallel sessions 1 (Afternoon) Name Abdullah M. Alnutaifi Email firstname.lastname@example.org Title Education and Changing Winds: a Proposed Model for using Web 2.0 Learning Pedagogies in higher education based on the Saudi Educational Policies Web 2.0 is one of the newest concepts in ICTs that is expected to have a big impact on Room1 / Great Education. Implementing the concepts and practices of Web 2.0 requires, though, a shift of Woodhouse the roles usually played by teachers and students in conventional education as well as developing educational policies. This study aims to illustrate a model for using Web 2.0 applications for educational purposes in the context of the Higher Education in Saudi Arabia, based on the existing educational policies . I am in the early stages of my study, but I will present what have been done so far, giving more attention to the research model, conceptual framework and method “Delphi Method”. 13:45 – 14:15 Parallel sessions 2 (Afternoon) 7 School of Education Research Students’ Annual Conference (RSAC) 2009 26 November, University House, University of Leeds Name Hye Won Kim Email email@example.com Title Ethnic identity of new Korean migrant children adjusting to mainstream school in the UK- an ethnographic study exploring contexts of ethnic religious communities Ethnic identity develops from experiences unique to different groups, with the values of the ethnic culture being integrated into one‟s definition of self (Rosenthal and Hrynerich Room2 / St. George 1986:724). This paper presents how this identity is perceived by 4 new Korean migrant children adjusting to mainstream school in the UK. It is important to have understanding about sense of ethnic identity with regards to the children‟s awareness of boundaries between their own ethnic groups and their mainstream schools. This study, thus, describes the children‟s identities in their schools; their acquired meaning of self in relation to their religious ethnic communities (ethnic Sunday schools). The children‟s perception of self as separate from mainstream tends to be less strong as they settle in and adjust to their new school. 13:45 – 14:15 Parallel sessions 3 (Afternoon) Name Cherril Collins Email firstname.lastname@example.org Title The gatekeeper and beyond: gaining access and eliciting responses in schools This is an account of the researcher‟s experiences in conducting interviews for an Room 3 / Beech exploratory study into the variation of fixed term exclusions between secondary schools Grove within one Local Authority. A short description will be given of the mixed methodology adopted and the sampling methods used leading to a discussion of the obstacles to access that were encountered and how they were, in the main part, overcome. This will be followed by an evaluation of methods for eliciting responses on sensitive topics and how „Talking Stones‟ can be used to open a dialogue with disaffected pupils. 14:20 – 14:50 Parallel sessions 1 (Afternoon) Name Svava Petursdottir Email email@example.com Title Methodological challenges of an experimental study This presentation is about the methodological challenges of an experimental study which Room1 / Great Woodhouse looks at micro-interventions in Icelandic secondary science classrooms. What instigated my study was the perceived gap between heavy daily ICT use of teenagers at home and the little use at schools laden with ICT equipment, even though ICT offers multiple ways to present science in teaching. The uses of ICT in Iceland are explored through a questionnaire and interviews with ten teachers and two focus groups; to what extent Icelandic teachers are using ICT and what kind of uses there are. The last phase is a currently ongoing intervention with a quasi-experimental design with nine teachers, where effectiveness of teaching with ICT is investigated alongside possible effects of participation on the teachers. This quasi- experimental approach is fraught with all kinds of methodological complications which I will present for discussion. 14:20 – 14:50 Parallel sessions 2 (Afternoon) 8 School of Education Research Students’ Annual Conference (RSAC) 2009 26 November, University House, University of Leeds Name Eliphelet Rivera Cuayahuitl Email firstname.lastname@example.org Title University language teachers' use of instructional materials In spite of the advent of new technologies, instructional materials (mainly but not exclusively the textbook), continue to be a critical tool in language teaching courses in Room2 / St. George Mexican universities. This investigation explores the language teachers‟ use of instructional materials on a BA in English language teaching (ELT) in Mexico. It examines their cognitions –beliefs, knowledge, principles, theories and attitudes - which influence their choice and use of instructional materials as well as the contextual factors which shape these choices. The study will be a mixed methods investigation and will concentrate on examining qualitatively the practices of six language teachers through semi -structured interviewing and observation. A second sample of over 40 teachers will complete a questionnaire. The fieldwork for the study will take place in 2010 and in this talk I will outline my research proposal and highlight some of the methodological challenges I anticipate. 14:20 – 14:50 Parallel sessions 3 (Afternoon) Name Paul Makocho Email email@example.com Title HIV/AIDS education in Malawian secondary schools: are the pupils’ needs being addressed? HIV/AIDS education was introduced in Malawian secondary schools through Life Skills education in order to provide for open discussions among teachers and provide an environment for the development of social skill which would help pupils to avoid being infected by and spreading HIV. There was therefore a need to examine the extent to which the pupils felt and believed that their needs were being met through classroom. The study revealed that there is concern among secondary school adolescents regarding lack of openness in the teachers of HIV/AIDS education and among themselves, and the Room 3 / Beech Grove irresponsible approach to discussions on sensitive issues surrounding HIV/AIDS among peers. Pupils felt that sensitive issues of a medical and of a social nature were not being discussed openly. According to them, teachers were not opening up issues to do with HIV/AIDS transmission and prevention, care of the HIV/AIDS victims. On their part, teachers felt compelled to maintain the cultural norms which restrained them from tackling what were considered culturally sensitive issues. Teachers were also constrained by the unwritten but understood policy that prevented then form tackling issues of a sensitive nature, particularly the use of a condom. In some schools, discussions on the use of the condom were not allowed because they clashed with the teaching of the church which was a proprietor. These findings suggest that there is need to identify HIV/AIDS education teachers that are willing to rise above cultural constraints. Further there is need for the Ministry to make its policy regarding discussions on the use of the condom in the classrooms explicit. Further the Ministry should also consider appropriate policies which should be put in place on how best schools to can link up with referral services where pupils can obtain additional help 14:55 – 15:25 Parallel sessions 1 (Afternoon) 9 School of Education Research Students’ Annual Conference (RSAC) 2009 26 November, University House, University of Leeds Name Richard Gresswell Email firstname.lastname@example.org Title Discourse, Identity and Language Learning in Digital Spaces A move from page to screen has seen visual modes of communication becoming ever more prevalent in social practices. Central to social interaction in digital spaces is the increasing role of images, bringing into question the dominance of text in „new‟ digital literacy Room1 / Great Woodhouse practices. Image sharing web sites such as You Tube and Flicker are spaces of global social interaction, being both constructed by and constructive of discourse that takes place, in turn discourse is produced by and productive of the participant identities. My research will explore how English language learners engage in the „new‟ digital literacy of „Photo Sharing‟ in an online community group. Through an ethnographic approach I aim to research the reflexive relationships between the digital space, discourse, identity and English language learning 14:55 – 15:25 Parallel sessions 2 (Afternoon) Name Maria Bertani Tress Email email@example.com Title Self-esteem as a predictor of resilience in Latin-American Academics in the United Kingdom. Academy in the United Kingdom has become a rather challenging environment. Stress, disengagement, low performance are continuously present situations in the everyday routine. To gain a better understanding of these effects, it is needed to contemplate not only Room2 / St. George bureaucracy and organizational aspects implied within the profession, but a wide range of (primarily subjective) issues. In other words, there is a need to establish closer ties between the teacher‟s professional performance and their personal and emotional lives. With this in mind, the following study aims to highlight the presence of Latin-Americans in the United Kingdom and their contributions to their environment when being engaged in academic tasks. It is suggested that these contributions are possible because of resilience, which is the “set of skills and behaviours needed to be successful in the midst of a fast-paced and continuously changing work environment”. It is also suggested that self-esteem might act as the predictor or resilience. A study case is intended complemented by written discourse analysis as well. NOTE: This research project is in early stages and needs to be piloted. 14:55 – 15:25 Parallel sessions 3 (Afternoon) Name Helen E Jang Email Thanksgiving75@Hotmail.com Title Prospective EFL Teachers' Perspectives and Practices of Teaching Speaking The research explores the nature of teacher learning during the practicum in pre-service teacher education in Korea through the investigation of the perspectives and practices of Room 3 / Beech Grove pre-service EFL teachers. The aim of the research is to examine the prospective teachers‟ understanding and experience of teaching speaking in EFL in relation to the shift of emphasis toward communication-oriented and task-based pedagogies in the national curriculum reforms through reflection on the process of teacher learning for professional development over the period of teaching practice. The research is based on the case studies of pre-service EFL teachers through classroom observations and in-depth field interviews with major data collection and analysis in a teacher college and secondary schools in Korea. It is intended from the studies to bring insights into effective pedagogical and methodological approaches and implications for teaching speaking in EFL and the role of pre-service teacher education in supporting teacher learning and teaching practice. 10 School of Education Research Students’ Annual Conference (RSAC) 2009 26 November, University House, University of Leeds 15:30 – 16:10 Panel sessions Panel Abdullah Alnautifi , Asma Almahrouqi, Mohammed Alzaghibi Members Topic Tips for more effective use of ICT (Information and Communication Technology) ICT skills are an important part of everyday life both in the workplace and the home. Its benefits come from overcoming the distances, opening new avenues of Room 1 / Great Woodhouse communication, and developing the use of technology in sharing and processing information. Our intention, through this presentation, is to open possibilities for more effective use of ICT, by sharing with you some experiences. We chose to highlight few issues related to some software and online services, which we thought might be useful for you to know about. We will firstly introduce some tools to ease your research work in regard to managing literature review and Endnote referencing. In the second part, we introduce briefly the concept of Web2.0 and go through some of its applications of online surveys, Google documents and Software as a Service (SaaS). 11 School of Education Research Students’ Annual Conference (RSAC) 2009 26 November, University House, University of Leeds List of participants Staff: # Name # Name 1 Aisha Walker 15 John Leach 2 Aleksandra Szweda 16 John Monaghan 3 David Sugden 17 John Threlfall 4 David Yeomans 18 Linda Evans 5 Maggie McPherson 19 Martin Lamb 6 Edenia Maria Ribeiro 20 Mary Chambers 7 Gary Chambers 21 Michael Wilson 8 Hilary Asoko 22 Nick Nelson 9 Indira Banner 23 Phil Scott 10 James Simpson 24 Richard Badger 11 Jaume Ametller 25 Simon Borg 12 Jean Conteh 26 Sue Pearson 13 Jim Donnelly 27 Tom Roper 12 School of Education Research Students’ Annual Conference (RSAC) 2009 26 November, University House, University of Leeds List of participants Research Students: Name # Name # 1 Abdullah M. Alnutaifi 26 Marijan Bendict Hubert 2 Ahmed Alesawe 27 Michael Hepworth 3 Amhemed Farag 28 Mohammed Ali Hussain 4 Andrew Gunn 29 Mohammed Alzaghibi 5 Anna Bradley 30 Moses Odongo 6 Arthur Galamba Abreu 31 Muhammad Farooq Asif 7 Asma Almahrouqi 32 Naseem Hallajow 8 Cherril Collins 33 Nasrin Altuwairesh 9 Dora Orfanidou 34 Nitchaya Boonma 10 Eisa AlKandari 35 Nketti Mason 11 Eliphelet Rivera 36 Nur Jahan Ahmad 12 Emma Gillen 37 Omeir Alenezi 13 Fatma Abusrewel 38 Paul Colewood 14 Halima Al-Badwawi 39 Paul Makocho 15 Helen E Jang 40 Ran Zheng 16 Helen Morris 41 Richard Gresswell 17 Hye Won Kim 42 Rose Usoro 18 Irene Vanderpuye 43 Saleh Alamer 19 Jeff Potter 44 Selay Angi 20 John Vaughan 45 Shahzada Qaisar 21 Lingping Ding 46 Shaikha Mufeez 22 Magnus Udo 47 Suad Al-Fori 23 Maicol Formentelli 48 Suha Alnassar 24 Maria Bertani Tress 49 Svava Petursdottir 25 Maria Ntavaliagkou 50 Vincent Bamfield 13
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