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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




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   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




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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
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                             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                        ednja@leeds.ac.uk
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
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                             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.




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School of Education Research Students’ Annual Conference (RSAC) 2009
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                                            11:15 – 11:45 Parallel sessions 2 (Morning)
Name                      Halima Al-Badwawi
Email                     halima999@hotmail.com
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
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                          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                     jcsvaughan@googlemail.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
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                          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




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                                               11:50 – 12:20 Parallel sessions 1 (Morning)
Name                         Dora Orfanidou
Email                        eddo@leeds.ac.uk
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
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                             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                        ednh@leeds.ac.uk
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
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                             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.




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                                               11:50 – 12:20 Parallel sessions 3 (Morning)
Name                         Maicol Formentelli
Email                        edmf@leeds.ac.uk
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
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                             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                        ss07hem@leeds.ac.uk
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
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                             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)



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School of Education Research Students’ Annual Conference (RSAC) 2009
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Name                               Michael Hepworth
Email                              edmdh@leeds.ac.uk
Title                              The teaching and learning of spoken argument in ESOL classrooms
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                                   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                              ed08pcc@leeds.ac.uk
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
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                                   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                              edamaa@leeds.ac.uk
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
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                                   Education. Implementing the concepts and practices of Web 2.0 requires, though, a shift of
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                                   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)


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School of Education Research Students’ Annual Conference (RSAC) 2009
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Name                          Hye Won Kim
Email                         hyewonkm@yahoo.co.uk
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
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                              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                         c.s.collins05@leeds.ac.uk
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
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                              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                         ed07sp@leeds.ac.uk
Title                         Methodological challenges of an experimental study
                              This presentation is about the methodological challenges of an experimental study which
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                              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)


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School of Education Research Students’ Annual Conference (RSAC) 2009
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Name                      Eliphelet Rivera Cuayahuitl
Email                     eder@leeds.ac.uk
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
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                          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                     edu7pmom@leeds.ac.uk
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
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                          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)


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Name                       Richard Gresswell
Email                      richard.gresswell@leedscitycollege.ac.uk
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
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  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                      edmbt@leeds.ac.uk
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
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                           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
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                           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.



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School of Education Research Students’ Annual Conference (RSAC) 2009
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                                                      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
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                                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




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