Previous School of Education Seminars
Monday 26 October 2009
Myriam Mojica Martínez. MA in SEN, University of Leeds. PhD Student, School of Education, University of Manchester
The Inclusion of Children with Autistic Spectrum Disorders in Mexico
Inclusive Education Seminar
Room: G18
Time: 16.00 - 17.45Autistic Spectrum Disorder is a lifelong ‘developmental disorder characterized by impaired social interaction and communication as well as repetitive behaviours and restricted interests’ (Frith & Hill, 2004:1), that affects 1 in 65 children in the UK (Cohen et al., 2009). In a country such as Mexico with a high population density, no epidemiological systematic research study has surveyed the prevalence rate of autism (Marcin, 2009). However it is estimated that only 426[1] from approximately 37000 children with ASD are integrated in Mexican mainstream schools (Marcin, 2007)[2]. This small number of included children with ASD is attributable to the existence of several barriers that restrict the provision of effective inclusive education for such children. This reflects that Mexico is lagging behind with regard to the achievement of justice and educational equality which are important for tackling the diversity, multiethinicity, and multilingualism of the country. In general, there is sparse research and statistics available about the integration of children with ASD in Mexico.
Therefore the aim of this research is to conduct multiple case studies of children with ASD, in order to explore the key factors that affect the successful inclusion of children with ASD in Mexican mainstream schools.
[1] Estimates from Minister of Education (SEP) 328, DOMUS 45,, CLIMA 48 children with ASD
[2] These percentages were estimated in 2007 by Dr. Marcin (Clima Director) in Conference: Autism Speaks to the World, Personal Communication and La Jornada (Mexican Local Newspaper). This entire estimate should be treated as provisional because it is only an undercount of the true prevalence of ASD.
Wednesday 22 July 2009
Tom Morton
Content and Language Integrated Learning (CLIL) lessons as discursive practice: investigating interactional competence, learning opportunity and teacher cognition
Language Education Seminar
Room: HP 2.25
Time: 12:30 - 2:00 p.m.Content and Language Integrated Learning (CLIL), a form of bilingual education in which the study of curricular content is combined with the learning of a modern foreign language, is rapidly growing in popularity throughout the world. Graddol (2006) sees CLIL, along with teaching English to young learners (EYL) and English as a Lingua Franca (ELF) replacing EFL as the dominant paradigm in English language learning in the relatively near future. However, in spite of this popularity, language objectives for learning in CLIL are not always clearly specified, and practitioners often lack a metalanguage for talking about the communication in their classrooms (Dalton-Puffer, 2007). In this talk I report on a study of the discursive practices and cognitions of four CLIL teachers in a bilingual department in a secondary school in Spain. In the study, video recording and transcription were used to explore the discursive practices and interactional competences (Young, 2009) displayed in the classrooms. Follow-up video stimulated interviews were used to elicit the teachers’ perceptions, opinions, beliefs and attitudes (POBAs) about the discursive practices in their classrooms. From the study, a framework for describing discursive practices in the CLIL classrooms was developed. It is proposed that this framework would be of use in developing a more theoretically sound and precise understanding of the constraints and affordances for both curricular content and language learning in CLIL classrooms, for practitioners, researchers and policy-makers.
References
Dalton-Puffer, C. (2007). Discourse in Content and Language Integrated Learning (CLIL) Classrooms. Amsterdam: John Benjamins.
Graddol, D. (2006). English Next. Why global English may mean the end of ‘English as a Foreign Language’ British Council.
R. F. Young. (2009). Discursive practice in language learning and teaching. Malden MA, & Oxford, UK: Wiley-Blackwell.
Thursday 16 July 2009
Pilar Mur Dueñas (University of Zaragoza)
Analysing academic discourse: an intercultural view on research publications
Language Education Seminar
Room: HP 2.25
Time: 12:30 - 2.00 p.m.English has no doubt become the language of publication in the academia. Most -if not all- high impact journals are nowadays published in English, and getting one's research article accepted in any of them is a great concern for scholars worldwide, as tenure, promotion and other reward systems are based on them. Writing academic texts in English is even harder for non-native scholars who are used to different writing conventions and styles in their own disciplinary national contexts. In this context, carrying out intercultural specific analyses may be useful to better determine where the differences lie in writing in two different socio-cultural contexts (local in a national language, and international in English) and thus better inform non-native scholars on the necessary adjustments to be made to have better chances of successful publication in the competitive international context. Further, in the last decades the interpersonal nature of academic communication has been stressed in the English for Academic Purposes literature. Previous studies have highlighted the fact that the use of particular rhetorical and discursive features which contribute to building the writer-reader interaction responds to differing conventions in different disciplines and academic genres as well as in different cultural contexts. That is, the use of these features which signal the author’s presence in the text is determined by the particular context in which academic texts are written and read.Thus, it is the aim of this talk to unveil the different ways in which academic writers project themselves in their texts, interacting with their audience and their texts, in two specific linguistic/cultural contexts. The analysis draws on research articles taken from the SERAC (Spanish-English Research Article Corpus) corpus, compiled by the InterLAE Research Group at the University of Zaragoza (Spain) (www.interlae.com). This corpus currently consists of 576 RAs belonging to 8 different disciplines and is divided into three comparable corpora: (i) research articles published in English by native speakers in international publications of high impact, (ii) research articles in English published in the same international publications by Spanish writers, and (iii) research articles in Spanish by Spanish writers taken from national publications. For this talk, I will mainly draw on research articles from the discipline of business management in the three sub-corpora. Text-based analyses, combined with ethnographic insights from authors, will show how the writer-reader interaction is usually encoded differently in the academic texts according to the authors' linguistic background and/or context of publication. Pedagogical applications and implications from the analysis will be drawn and suggestions for creating materials upon them offered.
Thursday 25 June 2009
Prof. Sharon Gewirtz (King's College London)
Revisiting the first drafts of history – 30 years of HE change
School of Education Seminar
Room: ECS 7.73
Time: 5.00 p.m. - 6.30 p.m.
This paper uses the Times Higher Education, formerly the THES, as a source to reconstruct and attempt to make sense of the last thirty years of UK higher education history. To make this task manageable, the main stories covered within one issue per year, taken from the same week in November, were identified. This presentation will begin by using examples from these stories to illustrate various aspects of change and to illuminate some of the processes through which changes have been accomplished and resisted. In the second part of the presentation I will provide a preliminary analysis of the themes which have emerged from looking across this wide-ranging and complex material and offer some suggestions for how we might begin to make sense of this complexity. My hope is that the presentation will help to stimulate some further reflection and debate about where we stand, individually and collectively, in relation to the shifting landscape of HE
Tuesday 23 June 2009
Richard Pring, Lead Director, Nuffield Review 14-19 Ed and Training; Ann Hodgson, Institute of Education, University of London; Jeremy Higham, and David Yeomans, University of Leeds; Tony Cooper, Aldercar Community Language College, Derbyshire
NUFFIELD REVIEW OF 14-19 EDUCATION AND TRAINING (conference hosted by Professor Jeremy Higham and Dr David Yeomans)
Lifelong Learning Institute Seminar
Room: Weetwood Hall, Leeds 16
Time: 9.30 am - 1.00 pmFree attendance for all, but registration essential. Please print off our pdf booking form, or contact Jaswant Bhavra
If you prefer to register online, please click on the website link
http://www.education.leeds.ac.uk/research/lifelong/post_14_register.php
to complete the form online and submit.
Further details of this seminar.
Monday 22 June 2009
Dr Shauna Butterwick, Department of Educational Studies, University of British Columbia, Vancouver, Canada
Mobilizing, Education, and Reframing Policy: A Case Study Community-Based and Participatory Action Research
Lifelong Learning Institute Seminar
Room: ECS 7.73a
Time: 3.00 - 5.00 pm
Free attendance to all, but booking essential. Please download and pring our pdf booking form or contact Jaswant Bhavra to book a place.
Further details of this seminar.
Wednesday 17 June 2009
Mr Jol Miskin, WEA Tutor Organiser, WEA, Sheffield; Ms Amanda Vickers, Sheffield Hallam University; Dr Tom Woodin, Institute of Education, University of London
The Marketisation of Community Development and Learning
Lifelong Learning Institute Seminar
Room: ECS 7.73
Time: 1.30 - 4.00 pm
Free to all staff and research students at University of Leeds. Further details to follow.
Thursday 11 June 2009
Sir Peter Williams, Chair, Review Committee on Mathematics Teaching in Early Years Settings and Primary Schools
We regret that this seminar has been postponed until the autumn
CPSE Seminar
Room: TBA
Tuesday 19 May 2009
Professor Michael Arthur, Vice-Chancellor, University of Leeds
Improving the articulation between Secondary and Higher Education
CPSE Seminar
Room: Great Woodhouse Room, University House
Time: 6 p.m.
Professor Michael Arthur has been Vice-Chancellor of the University of Leeds since the 1st September 2004. He was formerly Professor of Medicine (1992), Head of the School of Medicine (1998-2001) and Dean of the Faculty of Medicine, Health and Life Sciences in Southampton (2003-04). He is a hepatologist with research interests in liver cell biology developed initially at the University of California, San Francisco (1986-1988) and more recently as a Fulbright Distinguished Scholar at Mount Sinai School of Medicine in New York (2002). Professor Arthur became a Fellow of the Academy of Medical Sciences in 1998. His external contributions now include Board member of Yorkshire Forward and DCSF Champion for 14-19 Specialised Diplomas. He has joined the board of the Qualifications and Curriculum Authority and became a US/UK Fulbright Commissioner in 2008. Professor Arthur has also recently been appointed to the Council of the Medical Research Council and will take up Chairmanship of the Russell Group of Universities in September 2009
Thursday 07 May 2009
Professor Barbara Merrill, CLL, University of Warwick; Professor Jocey Quinn, Institute for Policy Studies in Ed, London Metropolitan University, Dr Tony Sewell, Generating Genius, Surrey.
Making Sense of Gender and Class Perspectives in Post-compulsory and Lifelong Learning Policies
Lifelong Learning Institute Seminar
Room: ECS 7.73
Time: 1.30 - 4.00 pm
Free attendance for staff and research students, but booking form essential. Please print off our pdf form or contact Jaswant Bhavra
Further details of this seminar.
Wednesday 22 April 2009
Professor Irena Grugulis, Bradford University; Professor Ewart Keep, SKOPE, Cardiff University; Professor Helen Rainbird, Birmingham University.
Skills: Critical Research and Policy Perspectives
Lifelong Learning Institute Seminar
Room: E C S 7.70
Time: 1.30 - 4.00 pmFree attendance to all, but booking essential. Please print off our pdf booking form or contact Jaswant Bhavra
Further details of this seminar.
Tuesday 07 April 2009
Professor Richard Pring, Lead Director, Nuffield Review of 14-19 Education and Training
The Nuffield Review of 14-19 Education and Training
CPSE Seminar
Room: Great Woodhouse Room, University House
Time: 6 p.m.
A review of education has to be undertaken from a particular point of view. The Nuffield Review therefore began with the distinctive aims of education and training. The seminar will illustrate how this leads to questioning the 'performance indicators' (whereby the system, schools and colleges are assessed), quality and standards of learning, and the control of the curriculum
Tuesday 31 March 2009
Mohammad Reza Anani Sarab (Shahid Beheshti University, Tehran)
The current state of language education in Iran: meeting the challenges
Language Education Seminar
Room: Hillary Place G.18
Time: 12:30 - 2:00 p.m.
Thursday 19 March 2009
Professor Nick Foskett, School of Education, University of Southampton; Dr Helen Colley, ESRI, Manchester Metropolitan University; Professor Phil Hodkinson, Lifelong Learning Institute, University of Leeds
Career Decision-making and Progression
Lifelong Learning Institute Seminar
Room: E C S 7.73
Time: 1.30 - 4.00 pm
Free to all staff and research students at University of Leeds, but booking essential. Please print off our pdf booking form or contact Jaswant Bhavra
Further details of this seminar.
Monday 16 March 2009
Dr Joy Jarvis, Learning and Teaching Narrator, University of Hertfordshire
Exploring the value of narrative in educational inquiry.
Inclusive Education Seminar
Room: ECS8.62
Time: 16.00 - 17.45In the session I will share some of the narrative work I have undertaken with student teachers who are preparing to work in inclusive classrooms. I will look at the roles of story, fiction and poetry as inquiry approaches in relation to pedagogy. I will then consider these examples in relation to other narrative methods in educational research.
Thursday 19 February 2009
Prof. Paul Cooper (University of Leicester) CANCELLED
Effective Interventions for Students with Social, Emotional and Behavioural
School of Education Seminar
Room: ECS 7.73
Time: 5.00 p.m. - 6.30 p.m.
Wednesday 18 February 2009
Professor James Avis, University of Huddersfield; Professor Chris Warhurst, University of Strathclyde; Dr Sian Moore, London Metropolitan University
Putting Worker Perspectives back into Workplace Learning
Lifelong Learning Institute Seminar
Room: 7.73
Time: 1.30 - 4.00 pm
Free attendance, but booking form required. Please print off our pdf booking form or contact Jaswant Bhavra.
Further details of this seminar.
Monday 09 February 2009
(Mary) Feng Yan; PhD student from University of Northampton
Teacher voices from China on career motivation in special education
Inclusive Education Seminar
Room: G18
Time: 16.00 -17.45Due to the nature and status of special education in China, the motivation of teachers who have made their decisions to work with learners with diverse educational needs differs in certain aspects from those working in general education. This presentation will be focusing on the voices from Chinese special school teachers regarding their career choices and the motivational factors influencing the choices. The data for the presentation were from a current PhD study on teacher career motivation and professional development in special and inclusive education in China.
Further details of this seminar.
Tuesday 27 January 2009
Professor Stephen Gorard, School of Education, University of Birmingham; Professor Martyn Hammersley, Faculty of Ed and Language Studies, The Open University; Professor Phil Hodkinson, Emeritus Professor in LL, Lifelong Learning Institute, University of
Judging Quality in Qualitative Research
Lifelong Learning Institute Seminar
Room: ECS 7.73 (tbc)
Time: 1.30 - 4.00 pm
Free to all staff and research students at University of Leeds. BOOKING ESSENTIAL. Print off our pdf booking form or contact Jaswant Bhavra to book a place.
Further details of this seminar.
Thursday 15 January 2009
Michael Wilkins, Executive Principal, Outwood Grange College Wakefield, Harrogate High School and North Doncaster Technology College
What a difference a day makes
CPSE Seminar
Room: Great Woodhouse room, University House
Time: 6 p.m.Michael Wilkins has delivered on many leadership programmes including Executive Heads, and was programme leader for the Aspiring Heads and Developing Young Leaders and a Consultant Head on the Raising Achievement and Transforming Learning (RATL) programme. He has vast experience of school improvement and leadership development, and is a National Leader in Education. He has worked with a number of education bodies including SSAT, DCSF and NCSL and has presented both nationally and internationally, including Beijing, Cape Town, Melbourne, Amsterdam and Copenhagen. Like many heads, he places great emphasis on developing young leaders and is firm in his conviction that students come first.
The seminar will be wide-ranging, covering leadership, school improvement and system-wide reform.
Wednesday 10 December 2008
Dr Dean Garratt, Dept of Education Studies, Liverpool John Moores University; Dr Rob Mark, School of Education, Queen's University Belfast; Dr John Preston, School of Policy and Society, Institute of Education, University of London
Critical Perspectives on Citizenship Learning
Lifelong Learning Institute Seminar
Room: ECS 7.73
Time: 1.30 - 4.00 pmFree to all staff and research students at University of Leeds. Please print off our pdf booking form or contact Jaswant Bhavra.
For more information download 10th December - Critical Perspectives on Citizenship Learning (MS Word, 103K)
Further details of this seminar.
Wednesday 03 December 2008
Professor Yoichi Anezaki, Professor of Higher and Continuing Education, University of Hokkaido, Japan
Recent educational reform in Japan and the UK: a comparative perspective
Lifelong Learning Institute Seminar
Room: ECS 7.73a
Time: 4.00 - 6.00 pm
FREE ATTENDANCE but booking essential. To book a place, please contact Jaswant Bhavra
Further details of this seminar.
Monday 01 December 2008
Johnson Jament; University of Northampton
An investigation into the identification and remediation of attention deficit hyperactivity disorder (ADHD) and those social and cultural influences which determines educational provision within a Sou
Inclusive Education Seminar
Room: G18
Time: 16.00 -17.45This session will consider a PhD research study on the identification and interpretation of ADHD within an Indian context. ADHD is little reported from Indian classrooms. Does this suggest ADHD is non existent in India or that it has not been recognised yet?
Thursday 27 November 2008
Prof. Rupert Wegerif (University of Exeter)
Dialogic Education and Technology
School of Education Seminar
Room: ECS 10.70
Time: 5.00 p.m. - 6.30 p.m.Dialogic Education and Technology is the title of a recent book about using new technology to draw people into the kind of dialogues which take them beyond themselves into learning, thinking and creativity. The program of research reported in this book reveals key characteristics of learning dialogues and demonstrates ways in which computers and networks can deepen, enrich and expand such dialogues. A dialogic perspective is developed drawing upon recent work in communications theory, psychology, computer science and philosophy. This perspective foregrounds the creative space opened up by authentic dialogues. Whereas studies of computer-supported collaborative learning have tended to see dialogue as a means to the end of knowledge construction the dialogic perspective taken by this book sees dialogue as an end in itself - in fact moving learners into the space of dialogue is described as the core aim of education. My central argument is that there is a convergence between this dialogic perspective in education and the affordances of new information and communications technology.
Situated socio-cultural approaches to design in educational technology have become a new orthodoxy. I wish to trouble this new orthodoxy. I do this by putting forward a 'dialogic' model of mind which forms the basis of a new theoretical framework for educational design. Often Bakhtin's 'dialogic' is conflated with neo-Vygotskian socio-cultural and/or activity theory approaches as if these were compatible. I argue that, in fact, 'dialogic', properly understand, is a challenge the emerging neo-Vygotskian hegemony. Behind dialogic theory is the radical idea that meaning presupposes an unmediated gap or ontological difference. It follows from this that learning to think is not a journey of construction so much as a journey of deconstruction or of identifying more completely with the non-identity of the dialogic gap. In practice this direction for education is one of teaching for dialogue, creativity and learning to learn. It also follows that new technology does not directly help us think in the form of 'mindtools' or 'cognitive prostheses' but can be useful only indirectly as a way to help open, deepen and widen the human dialogic spaces in which real thinking occurs.
Tuesday 25 November 2008
Candace Harper (University of Florida)
Disciplinary Experts? EAL and Reading Teachers Perspectives and Practices in Teaching Reading to EAL Learners
Language Education Seminar
Room: ECS 10.81
Time: 12:30 - 2.00 pm
Current educational accountability requirements in the U.S. have mandated that all students scoring below grade level on a standardized reading test must receive 90 minutes of intensive reading instruction daily. Many EAL learners are caught in this net of remediation and scheduled into Reading Intervention classes with native English-speaking students and with teachers who have not been formally prepared to address their language and literacy development needs. This paper explores the perspectives and reported instructional and assessment practices of Reading teachers and of EAL specialist teachers through semi-structured interviews conducted in four Florida schools. Emerging insights into these teachers’ divergent views on the nature of literacy teaching, learning, and assessment can inform our understanding of EAL/Reading teacher expertise, preparation, and professionalism.
Thursday 20 November 2008
Georg Weisseno & Valentin Eck, Department Political Science, Paedagogische Hochschule Karlsruhe, Germany; Audrey Osler and Nicola Savvides, Centre for Citizenship and Human Rights Education, University of Leeds, UK
Teaching for Citizenship in Europe
CCHRE Seminar
Room: Baines Wing SR (1.16)
Time: 3.00 p.m. - 5.00 p.m.
Further details of this seminar.
Thursday 20 November 2008
Dr Linda Evans, School of Education; Mr Richard Heslop, Lifelong Learning Institute; Ms Sue Kilminster, Medical Education Unit (all from University of Leeds)
Strains and Complexities in Professional Development
Lifelong Learning Institute Seminar
Room: ECS 7.73
Time: 1.30 - 4.00 pm
Free to staff and postgraduate research students at University of Leeds. Booking form required. Print off our pdf booking form or contact Jaswant Bhavra
Further details of this seminar.
Thursday 23 October 2008
Professor Carol Bohmer (Department of Government, Dartmouth College, Hanover, USA)
The Catch 22 of Political Asylum
Language Education Seminar
Room: LSSI, Beech Grove House
Time: 12.00 - 2.00 p.m.This presentation will address the many contradictions and paradoxes in current asylum policy. Based on comparative micro level research in the US and the UK, I examine how these countries can reconcile the obligation to provide a safe haven for those fleeing persecution with their concern about opening the floodgates to millions of refugees, as well as concerns about abuse of the asylum system by economic migrants and potential security breaches by would-be terrorists. Because of these concerns, the system is administered in ways intended to drastically limit the numbers of successful asylum seekers. The asylum seekers themselves are caught in a web of contradictory and unfulfillable expectations.
All welcome, there is no charge for attendance but places are limited and therefore it is essential you register your intention to attend by emailing your details to a.chantry@leeds.ac.uk
A sandwich lunch will be provided.
Tuesday 21 October 2008
Prof. Ken Hyland (Institute of Education, University of London)
Being Swales and Cameron: Constructing identity in applied lingusitics
Language Education Seminar
Room: EC Stoner 10.70
Time: 12:30 - 2:00 pm
Identity is a central organizing principle of our social worlds, yet remains something of an elusive and contested concept. Recent research, however, has emphasized the close connections between writing and the construction of an author’s identity as we negotiate representations of ourselves through the discourses of our communities. In academic contexts this is often viewed as a repressive and determining system which privileges certain ways of making meanings and so encourages the performance of certain kinds of identities. We can, however, see disciplinary conventions as pattern of options which allows writers to actively accomplish an identity through discourse choices. In this paper I show how this is achieved in the work of two leading figures in applied linguistics: John Swales and Debbie Cameron. By comparing the work of each author with a broader applied linguistics corpus of 750,000 words, I show how their linguistic choices reflect distinctive discoursal identities which marks out their work from the broader corpus. I suggests how disciplinary status can contribute to an independent creativity shaped by shared practices.
Wednesday 15 October 2008
Dr Martyn Clark, School of Computing; Dr Neil Lent, Lifelong Learning Institute; Dr Naomi Quinton, Medical Education Unit; Professor Miriam Zukas, Lifelong Learning Institute (all from University of Leeds)
Researching Transitions from Learning to Work
Lifelong Learning Institute Seminar
Room: ECS 7.70
Time: 1.30 - 4.00 pm
Free to all staff and research students at University of Leeds. Booking form required. Please print off our pdf booking form or contact Jaswant Bhavra
Further details of this seminar.
Tuesday 14 October 2008
Dr Chefena Debenna
Eritrean Mother Tongue Education Policy in a Global Sociolinguistic Perspective
Language Education Seminar
Room: EC Stoner 7.73a
Time: 12:30 - 2pmEritrea, the newest and a small country in the Horn of Africa, has a population of 3.5 ml who speak nine different languages. Its mother tongue education policy, guided by the legacy of egalitarian social policy, was declared upon independence in 1991. However, language policy in Eritrea is least debated, publicized and research area of study. According to the rhetoric level all languages have equal status and equal opportunity to develop and so nine ethnic group use their languages as medium at the primarily school level. Eritrea’s adult literacy rate is 15 % while 80% of its population live in the rural area.
This paper investigates the viability of this policy given the controversy and resistance it generated among some communities and in the light of the emerging language values and attitudes. An overview of evaluations of language policy decisions by Eritrean scholars vis-à-vis existing paradigms on in multilingual context is given is given. The nation-state triple tasks - of guaranteeing linguistic equality of its diverse communities, forging nationalism and mediating in global sociolinguistic processes is discussed. Amid the global discourse of linguistic right which informs Eritrean language policy versus the global sociolinguistics processes which exert influence locally are analysed. The consequences of language policy decisions and public evaluation is viewed against the backdrop of nation-building which the state claims to be engaged in. How state fulfils is function of mediating between the world and the village in terms of delivering and ensuring equal distribution of communicative resources to enable its citizens to survives at both local and global systems is critically analysed. The paper also gives an overview of the impact of globalization with regard to recent narrative of Eritrean nationalism. Finally, the paper identifies the salient issue involved in language policy decisions that need to be addressed and critically debated .
Tuesday 16 September 2008
Professor Patrick Ainley, Department of Education and Training, University of Greenwich; Sarah McCullough, Faculty of Education, University of Glasgow; Professor Sue Webb, Institute of Lifelong Learning, University of Sheffield
Higher Education and Lifelong Learning: the commodification of learning?
Lifelong Learning Institute Seminar
Room: ECS 7.73
Time: 1.30 - 4.00 pm
Free to staff and research students at University of Leeds, but booking form required. Print off our pdf booking form or contact Jaswant Bhavra.
Further details of this seminar.
Thursday 19 June 2008
British Institute for Human Rights (BIHR), Centre for Citizenship and Human Rights Education (CCHRE)
Teaching Citizenship through Human Rights, Teachers’ Conference - Registration deadline: 23 May 2008
CCHRE Seminar
Room: Clothworkers’ Centenary Hall
Time: 9.00 a.m - 4.30 p.m.The Centre for Citizenship and Human Rights Education is proud to be hosting this special teachers' day conference. It will form part of CCHRE's celebration activities to mark the 60th Anniversary of the Universal Declaration of Human Rights 1948.
Further details of this seminar.
Thursday 12 June 2008
Professor Alison Fuller, School of Education, University of Southampton; Dr Lorna Unwin, Institute of Education, University of London;
Exposing and using workplace artefacts for learning: intended and unintended consequences
Lifelong Learning Institute Seminar
Room: ECS 7.73
Time: 1.30 - 4.00 pm
Free attendance to all University staff and postgraduate research students. Booking form required. Please print off our pdf booking form or contact Jaswant Bhavra
Further details of this seminar.
Tuesday 10 June 2008
Dr Do Coyle, University of Nottingham
Using Languages for Learning - a critical exploration of the CLIL explosion
Language Education Seminar
Room: ECS 7.73a
Time: 12:30 - 14:00In this talk I will take a critical view of Content and Language Integrated Learning (CLIL) as an answer to current language learning issues in the UK. I shall deconstruct what CLIL really means in the UK context and advocate that for successful implementation it demands a reconceptualisation of the role which a foreign language plays in learning. I shall also suggest that CLIL provides a context for exploring a fundamental shift in how language learning might develop and the barriers which may prevent this evolution.
Wednesday 28 May 2008
Prof. Katherine Cowell, Executive Director: Children's Rights Centre, Cape Breton University, Sydney & Prof. Brian Howe, Centre for Public Policy, University of Melbourne
Children's rights in schools
CCHRE Seminar
Room: ECS 7.83
Time: 12.00 - 13.30
Thursday 22 May 2008
Dr Anita Devos, Faculty of Education, Monash University, Australia
Learning to labour in regional Australia: gender, identity and place in work-related education
Lifelong Learning Institute Seminar
Room: ECS 7.73
Time: 3.00 - 4.30 pm
Free attendance for staff and research students at University of Leeds. Booking form required. Please print off our pdf booking form or contact Jaswant Bhavra
Further details of this seminar.
Thursday 22 May 2008
Dr Ken Boston, Chief Executive, Qualifications and Curriculum Authority
Current reforms in education
CPSE Seminar
Room: University House
Time: 6 p.m.
The current reform programme in English education is ambitious, timely and has great potential. It is also not without risk. The presentation and discussion will explore the purpose and intention of current reforms, the opportunities they present, and the processes by which risk is being managed
Tuesday 20 May 2008
Prof. Malcolm Coulthard, Aston University
The linguist as detective: forensic applications of linguistic analysis
Language Education Seminar
Room: School of Music, LT1
Time: 17:15-18:30
This lecture is part of the series 'Language in the Public Interest'. Please contact Catherine Haworth to confirm your attendance.
Thursday 15 May 2008
Professor Jim Gallacher, Centre for RLL, glasgow Caledonian University; Ian Martin, Department of Education, University of Edinburgh; Lindsey Fraser, Lifelong Learning Centre, University of Leeds
Researching community learning cultures and practices
Lifelong Learning Institute Seminar
Room: ECS 7.73
Time: 1.30 - 4.00 pm
Free attendance for staff and research students at University of Leeds. Booking form required. Print off our pdf booking form or contact Jaswant Bhavra
Further details of this seminar.
Tuesday 22 April 2008
Dr Neil Burtonwood, School of Education, University of Leeds; Dr Mark Pike, School of Education, University of Leeds
The implications of liberal pluralism for education in culturally diverse societies
Lifelong Learning Institute Seminar
Room: ECS 7.73
Time: 3.00 - 5.00 pm
Free attendance to staff and postgraduate research students at University of Leeds. Booking form required. Print off our pdf booking form or contact Jaswant Bhavra
Further details of this seminar.
Wednesday 16 April 2008
Professor Ann-Marie Bathmaker, Bristol CRLL and Ed, UWE, Bristol; Dr Diane Burns, David Dale, Cate Goodlad, Val Thompson (all from University of Sheffield)
Researching widening participation in dual sector institutions: trajectories, transitions and transformations
Lifelong Learning Institute Seminar
Room: ECS 7.73
Time: 1.30 - 4.00 pm
FREE to all University of Leeds staff and postgraduate research students. Booking form required. Please print off our pdf booking form or contact Jaswant Bhavra.
Further details of this seminar.
Tuesday 15 April 2008
Dr Steve Walsh (Newcastle University)
Interaction, language use and orientation to knowledge in small group teaching in higher education
Language Education Seminar
Room: ECS 7.83
Time: 12:30 - 14:00In Higher Education, the seminar is seen as a context in which academic dialogue and critical thinking around disciplinary content are most likely to take place. However, it is not clear which types of interaction in seminars and other tutor-led small group teaching contexts are most conducive to the learning of disciplinary content. In this talk, I consider the relationship between interaction, language use and orientation to disciplinary knowledge in tutor-led small group teaching sessions. Using a combined corpus linguistics/conversation analysis methodology, I relate Bernstein’s notions of ‘vertical’ and ‘horizontal’ discourses in education to interaction patterns and language use. I describe four distinct ‘micro-contexts’ (procedural, didactic, empathic and argumentational) and then characterize the interactional organisation of these micro-contexts, relating them to the different orientations to knowledge displayed by the participants. Finally, I consider how a greater awareness among tutors and students of these features may enable them to further develop the seminar as a space for learning.
Friday 11 April 2008
Dr Hermine Scheeres, University of Technology, Sydney, Australia
Talk, texts and action: communication challenges in hospital emergency departments
Lifelong Learning Institute Seminar
Room: ECS 7.73
Time: 3.00 - 4.30 pm
Free to University of Leeds staff and research students. Booking form required. Please print off our pdf booking form or contact Jaswant Bhavra
Further details of this seminar.
Wednesday 02 April 2008
Dr. Amanda Kirby, The Dyscovery Centre
Social or medical model for student support services- how do students fit this model with DCD/Dyspraxia in university.
Inclusive Education Seminar
Room: G18
Time: 16.00 - 17.45
Wednesday 12 March 2008
Dr Helen Colley, ESR Institute, Manchester Metropolitan University; Professor Kathryn Ecclestone, PCET, Oxford Brookes University; Professor Maki Hiratsuka (visiting professor from Hosei University, Japan)
Transitions through the lifecourse: conceptions and practices of learning
Lifelong Learning Institute Seminar
Room: ECS 7.73
Time: 1.30 - 4.00 pm
Free to all University of Leeds staff and research students. Booking form required. Please print off our pdf booking form or contact Jaswant Bhavra
Further details of this seminar.
Thursday 06 March 2008
Professor Guy Cook, Open University
'Specially selected': Persuasive language and the politics of food
Language Education Seminar
Room: School of Music, LT1
Time: 17:00 - 18:45
This lecture is part of the series 'Language in the Public Interest', and tea and coffee will be available from 17:00. Please email Catherine Haworth to reserve your place (c.m.haworth@leeds.ac.uk).
Thursday 21 February 2008
Professor Celia Hoyles, Professor of Mathematics Education, Institute of Education
title to be confirmed
CPSE Seminar
Room: University House
Time: 6 p.m.
Wednesday 13 February 2008
Prof. Tope Omoniyi (Roehampton University)
Autoethnography and Applied Linguistics: Interrogating the Journey to Now-Self
Language Education Seminar
Room: ECS 8.90
Time: 12:30 - 14:00
My objective in this talk is to theorize autoethnography as part of a social interventionist regime that entails self-reflection, revisitation, public vision and construction. I shall attempt to do this through a critique of autoethnography both as a method and as a theoretical paradigm and argue that it lends itself usefully to the tracking of an intellectual journey on which applied linguistics simply for the sake of applied linguistics (or any academic enterprise for that matter) becomes less desirable, less expedient and a luxury, more so in some contexts than others. I shall explore how our reflections and dialogues through time both construct US in the present, the Now Self and locate us as 'public intellectuals' (Edward Said 1993).
Wednesday 13 February 2008
Dr Linden West, Canterbury Christ Church University; Heather Hodkinson, Lifelong Learning Institute, University of Leeds
Life histories: theoretical and methodological issues
Lifelong Learning Institute Seminar
Room: ECS 7.73
Time: 1.30 - 4.00 pm
Free attendance to all University staff and postgraduate research students. Booking form required. Please print off our pdf booking form or contact Jaswant Bhavra.
Further details of this seminar.
Wednesday 13 February 2008
Dr Dido Green, Evelina Children’s Hospital, London
Research without borders – International collaboration in post-grad research
Inclusive Education Seminar
Room: HP1.24
Time: 16.00 -17.45The advent of on-line journals and internet correspondence has changed the landscape for research teams. Rather than wait months to obtain a reply to correspondence, modern technology enables us to access the experts, wherever they are based, for discussions on research ideas, research design or participation in multi-site, international teams. During this seminar, different projects will be discussed to illustrate mechanisms for international collaboration:
1. The use of questionnaire screening of children suspected of having Developmental Coordination Disorder
2. Design of a study to explore whether intervention for children with Developmental Coordination Disorder can minimize the risk of obesity and longer term risk of cardiovascular disease.
3. Imitation and mirror neurons in developmental disorders
4. The development of a Virtual Reality Augmented Workspace for Paediatric Movement Rehabilitation
5. Assessment of the Upper Limb in Motor DisordersThese projects illustrate different forms and pathways of international collaboration that have sown the seeds for further research. The benefits and practicalities of multi-site/cross-border collaboration will be discussed.
Wednesday 16 January 2008
Dr Marie Crook, Leeds Trinity and All Saints College; Dr Sophie Nicholls (part-time tutor), Lifelong Learning Centre, University of Leeds; Dr Rebecca O'Rourke, Lifelong Learning Institute, University of Leeds
Life/Writing/Learning: creative writing and personal development
Lifelong Learning Institute Seminar
Room: ECS 7.73
Time: 1.30 - 4.00 pm
Free attendance to all University staff and postgraduate research students. Booking form required. Please print off our pdf booking form or contact Jaswant Bhavra
Further details of this seminar.
Thursday 10 January 2008
Professor Philip Esler, Chief Executive, AHRC
Arts and Humanities Research, Education and the Creative Economy
CPSE Seminar
Room: University House
Time: 6 p.m.
In this presentation Professor Philip Esler will begin by assessing the nature of 'creative industries' in the UK, covering the initial 1998 mapping of this sector by DCMS and recent discussion. He will then proceed to address the notion of the 'creative economy' and the role of the digital media and digital content in it, including consideration of the extent to which these phenomena are transforming the economy, and in ways for which current mainstream economics may not be well adapted to explain. Finally, he will focus on the role of arts and humanities research in this developing context, both in the area of research per se, but also in the role of the arts and humanities academics in educating the graduates and postgraduates necessary to supply the workforce needs of the creative economy.
Wednesday 12 December 2007
Dr David Yeomans, Post-14 Research Group, University of Leeds; Professor Jeremy Higham, Professor of Post-14 Education Policy and Curriculum, University of Leeds; Tony Cooper, Headteacher, Aldercar Community Language College, Derbyshire
Modernising the secondary school vocational curriculum
Lifelong Learning Institute Seminar
Room: ECS 7.73
Time: 1.30 - 4.00 pm
Free attendance to all University staff and postgraduate research students. Booking form required. Please print off our PDF booking form or contact Jaswant Bhavra
Further details of this seminar.
Tuesday 04 December 2007
Dr Simon Borg (University of Leeds)
Integrating grammar in adult TESOL classrooms
Language Education Seminar
Room: HP G18
Time: 12:30 - 14:00
This talk reports on a study which examined the beliefs and practices about the integration of grammar and skills teaching reported by 176 English language teachers from 18 countries. The study also examined how teachers conceptualize the notion of integration and the sources of evidence they draw on in assessing the effectiveness of their instructional practices in teaching grammar.
Friday 23 November 2007
Dr Stephen Billett, Association Professor of Adult and Vocational Education, Faculty of Education, Griffith University, Nathan, Australia
The relational interdependence between individual and social agency in being competent throughout working life
Lifelong Learning Institute Seminar
Room: Hillary Place 1.24
Time: 2.00 - 4.00 pm
Free attendance to University staff and research students. Booking form required. Please use our pdf booking form or contact Jaswant Bhavra
Further details of this seminar.
Thursday 22 November 2007
Professor Hilary Nesi (Coventry University)
The function of laughter in university lectures
Language Education Seminar
Room: ECS 7.70
Time: 12:30 - 14:00
Laughter has been studied in some detail in recent years, both from a biological and psychological perspective (Provine 2000) and from a sociolinguistic perspective (Glenn 2003). There is also a growing body of research into the expression and purpose of conversational and workplace humour (for example Norrick 2003, Kotthoff 2003, and the New Zealand-based Language in the Workplace project led by Janet Holmes). Rather surprisingly, however, the role of laughter in educational settings has been neglected, even though this would be relevant to any investigation of power-distance relationships in educational contexts, and the means by which teachers impart values to their students, and model attitudes to knowledge.This talk will examine laughter episodes in the lecture components of British Academic Spoken English (BASE) corpus http://www.coventry.ac.uk/base, a collection of speech events recorded at the Universities of Warwick and Reading between 1998 and 2005, and the Michigan Corpus of Academic Spoken English (MICASE), a collection of speech events recorded at the University of Michigan between 1997 and 2001. The two corpora are similar in size (about 1,700,000 words) and contain lectures on comparable topics, at a comparable level of study, although the MICASE lecture component is smaller than that of BASE because MICASE includes a wider variety of speech events, whereas BASE focuses solely on lectures (primarily monologic) and ‘seminars’ (where the students tend to do the talking).
In both corpora university teachers impart values and model attitudes to knowledge, thus functioning to socialize students into the discourse community. Speech events complement the written component of the academic programme by presenting a more informal and social response than is acceptable in the public arena, and this interpersonal dimension is expressed through explicit self-reference and somewhat more polarized evaluative comments (as noted in Swales and Burke, 2003).
A comparison of the two sets of lectures reveals some interesting differences in terms of lecturing style and student participation. In both corpora, much student laughter can be interpreted as a display of compliance, subservience or solidarity with the dominant group member – the lecturer. In the more interactive MICASE lectures, however, there is less micromanagement of discourse organisation than in the BASE lectures, leading to longer anecdotes rather than British-style wordplay and pre-rehearsed ‘one-liners’. Also, whereas laughter episodes are clearly linked in both corpora to functions such as speaker self-deprecation and teasing, British and American lecturers tend to focus on different defects in themselves and their audiences.
The talk will be illustrated with examples from BASE and MICASE.
Further details of this seminar.
Wednesday 14 November 2007
Professor Alexandra Withnall, Medical School, University of Warwick; Jean Gardiner, Business School, University of Leeds; Heather Hodkinson, Lifelong Learning Institute, University of Leeds
Never too late to learn: living and learning through later life
Lifelong Learning Institute Seminar
Room: ECS 7.73
Time: 1.30 - 4.00 pm
Free to University staff and research students. Booking form required. Print off our pdf booking form or contact Jaswant Bhavra
Further details of this seminar.
Tuesday 13 November 2007
Professor Ruth Wodak, Lancaster University
Constructing European Identities: Aspects of Access, Participation and Exclusion in the EU Political Process
Language Education Seminar
Room: LT1, School of Music
Time: 17:00 - 18:45
This lecture is part of the series 'Language in the Public Interest', and tea and coffee will be available from 17:00. Please email Catherine Haworth to reserve your place (c.m.haworth@leeds.ac.uk).
Wednesday 07 November 2007
Professor Clive Harber, University of Birmingham
Revolution, What Revolution? Contextual Issues in Citizenship Education in England
CCHRE Seminar
Room: HP G18
Time: 13.00-14.30'Revolution, What Revolution? Contextual Issues in Citizenship Education in England' examines some of the key issues and problems facing education for democratic citizenship as a curriculum innovation in England - teacher supply, the nature of teacher education, the national curriculum, teaching methods, where it fits in as a subject, school councils and racism. It concludes by asking whether it will be a durable or short-lived innovation.
Further details of this seminar.
Thursday 01 November 2007
Ros McMullen, Principal, David Young Community Academy, Leeds
Why academies?
CPSE Seminar
Room: University House
Time: 6 p.m.
In the seminar Ros McMullen will explain why she believes there should be academies; how she interprets this in practice in her leadership and management of the DYCA and how the Academy is making a difference.
Wednesday 10 October 2007
Dr Martyn Clark, School of Computing, University of Leeds; Dr David Guile, Institute of Education, University of London; Professor Phil Hodkinson, Lifelong Learning Institute, University of Leeds
Skills, knowledge and 'learning transfer': theoretical and practical considerations
Lifelong Learning Institute Seminar
Room: ECS 7.73
Time: 1.30 - 4.00 pm
Free attendance to University staff and research students. Booking form required. Please print off and use our pdf booking form or contact Jaswant Bhavra
Further details of this seminar.
Tuesday 09 October 2007
Val Brooks, Deputy Director, Stockton CLC
Supporting Primary-Secondary transition using innovative technology
CSSME Seminar
Room: ECS 8.90
Time: 4.00 p.m. - 5.30 p.m.The advancement of the new technologies to allow schools to connect remotely gives many more opportunities for schools to address some of the issues surrounding transition at all stages. In my role of Deputy Director of Stockton CLC, I have managed several transition projects across the curriculum whereby secondary teachers have been able to teach remotely to the pupils of several feeder schools simultaneously, supported by the primary teachers, and the pupils have been able to access online resources 24/7 to reinforce the live lessons. The outcomes of these projects have been extremely positive and are now being followed as examples of good practice.
Further details of this seminar.
Thursday 04 October 2007
Mick Waters, Director of Curriculum, Qualifications and Curriculum Authority
Engaging with Curriculum
CPSE Seminar
Room: Centenary Gallery
Time: 6 p.m.
Curriculum is at the heart of schooling. Currently there are significant developments taking place in the Secondary Curriculum and the Primary Curriculum is being re-thought. This session will provide an opportunity to hear about the essence of developments and engage in dialogue about the best way for policy and practice to come together
Wednesday 26 September 2007
I-Chun Huang
The usability of assistive devices for children with cerebral palsy in Taiwan
Inclusive Education Seminar
Room: G18
Time: 16.00 - 17.45
This study aims to explore the usability of assistive devices for children with cerebral palsy in Taiwan mainly from the children’s standpoints. It is conceived from an ecological perspective and focuses upon two different but important settings, home and school, with the intention of understanding the relationships between the children’s usage of their devices and the characteristics of these two environments. Semi-structured interviews were conducted as the main data collection instrument. A total of 44 participants were involved in the study, including 15 children with cerebral palsy, aged between eight and 15 years, 15 mothers and 14 teachers. This study finds a different device usage in these two environments - in the home context, the frequency of device use was much lower than the usage at school - although the participating children generally attached a positive value to their assistive devices in both settings. In addition, the results demonstrate the significance of child-environment interaction. The children’s usage and attitude towards their assistive devices are likely to be facilitated or inhibited by the three interactive factors, i.e. the personal, environmental and device factors.
Wednesday 19 September 2007
Professor James Avis, Post-compulsory Education and Training, University of Huddersfield; Professor Tony Jowitt, (recently retired) Principal, Northern College, Barnsley; Professor Richard Taylor, Director of Continuing Education and Lifelong Learning,
Lifelong learning, post-compulsory education and training and New Labour: a critique
Lifelong Learning Institute Seminar
Room: ECS 7.73
Time: 1.30 - 4.00 pm
Booking form required. Print off our pdf booking form or contact Jaswant Bhavra
Further details of this seminar.
Thursday 13 September 2007
Ouyang Huhua, Guangdong University of Foreign Studies
Authoritarian decision maker, protector, and a caring mother? The ideal supervisors in the Chinese research students' eyes
Language Education Seminar
Room: RSLT 1
Time: 12:30 - 14:00
Based on longitudinal ethnographic observation, this talk would offer insider's views on Chinese research students' deeply rooted assumptions and expectations for their supervisors,on who they are, what and how they should help the students in the process of the thesis writing. I shall analyze the underlying socio-cultural machanism of such expectations, using a sociopsychological framework that interprets the interaction between supervisors and students as leaders to subordinates. I shall also put this leadership practice as constituted by and of the kind of community of practices featured by a state-owned work unit 'danwei', Or traditional extended family, in which the Chinese students have been socialized. The implication for the supervisors coming from a different socio-cultural community of practices, largely featured by civil society, will be elaborated.
Wednesday 05 September 2007
Professor Harumitsu Murohashi (visiting Professor from Hokkaido University, Japan)
Different understandings of inclusion and exclusion for education in Japan and UK
Lifelong Learning Institute Seminar
Room: G.18
Time: 4.00 - 5.45 pm
Booking required. Print off our pdf booking form or contact Jaswant Bhavra.
Further details of this seminar.
Friday 29 June 2007
David Livingstone, Peter Sawchuk: University of Toronto; Alison Taylor: University of Alberta, Canada; Henning Salling Olesen: Roskilde University and ESREA
International Perspectives on learning and the 'new economy' in a 'global world'
Lifelong Learning Institute Seminar
Room: Blenheim Terrace, 1.17
Time: 9.30 am - 4.00 pm
Booking form required. Use our PDF booking form or contact Jaswant Bhavra
Further details of this seminar.
Friday 29 June 2007
David Livingstone, Peter Sawchuk: University of Toronto; Alison Taylor: University of Alberta, Canada; Henning Salling Olesen: Roskilde University and ESREA
International Perspectives on learning and the 'new economy' in a 'global world'
School of Education Seminar
Room: BT 1.17
Time: Time: 9.30 am - 4.00 pm
Further details of this seminar.
Thursday 21 June 2007
Professor Angela Anning, Emeritus Professor of Early Childhood Education, University of Leeds
Inter-agency teamwork in services for children: rhetoric and reality
CPSE Seminar
Room: Great Woodhouse Room, University House
Time: 18.00
Thursday 14 June 2007
Geoff Wake, University of Manchester
Functional mathematics: what would an appropriate pedagogy look like?
CSSME Seminar
Room: ECS 8.90
Time: 4.30 p.m. - 6.00 p.m.Abstract
Abstract: Functional mathematics: what would an appropriate pedagogy look like? (MS Word, 25K)
Paper
Paper: Functional mathematics: what would an appropriate pedagogy look like? (PDF File, 159K)
Tuesday 12 June 2007
Professor Orit Ichilov, School of Education, Tel-Aviv University
The Challenges of Citizenship Education in a World of Conflict and Change
CCHRE Seminar
Room: BT01.116
Time: 1.30-2.30Citizenship education must take into account the immense variety of socializing contexts and environments in which children grow up today. These various environments and contexts have a vital cumulative, shaping youngsters’ political world by creating a world of meanings, images, and social bonds. Globally, most youngsters live in non-western and non-democratic societies, and many grow up in conflict-infested societies. Within Western democracies the presence of children of ethnic minorities, immigrants, guest workers, and refugees is on the rise. My talk will focus on how three global processes namely, economic and cultural globalization, multiculturalism and postmodern ideologies change traditional perceptions of “citizenship” within Western societies, and discuss the consequences for citizenship education.
Further details of this seminar.
Thursday 07 June 2007
Professor Harold Silver, Visiting Professor in Higher Education, University of Plymouth
Do traditions matter? Some policy reflections
CPSE Seminar
Room: Great Woodhouse Room, University House
Time: 18.00
Monday 04 June 2007
John Ford MBE, Director of the Early Support Programme, Department for Education and Skills; Prof. Barry Carpenter and a range of local professionals and academics.
Early Support and Intervention
Inclusive Education Seminar
Room: The Parsonage Hotel, Escrick
The Inclusive Education team is delighted to announce its inaugural 'Early Support and Intervention conference' to be held on June 4, 2007.This prestigious event provides an opportunity for local managers and practitioners to hear internationally recognised speakers and also to participate in workshops provided by local professionals and academics.
The conference will be held at The Parsonage Hotel in Escrick, just south of York, and costs £150 per person to attend.
Please click here to download the full programme and application form or contact Sue Pearson with further enquiries. Alternatively, you can download the application form only.
Tuesday 15 May 2007
John Flowerdew (City University of Hong Kong)
Writing for scholarly publication in English in Hong Kong and China: some reflections on an ongoing research project
Language Education Seminar
Room: BT 1.17
Time: 13:00 - 14:00
While it is difficult to find firm evidence of intentional discrimination against scholarly writers who use English as an additional language, there is not doubt that in general they are at a disadvantage to scholars who have English as their first language. As Van Dijk (1994:276) has put it, such writers suffer “the triple disadvantage of having to read, do research and write in another language.” In this presentation, I will offer some ideas on how the difficulties experienced by scholarly writers who use English as an additional language might be conceptualized. I will talk about plagiarism, the experiences of a manuscript editor, and Goffman’s notion of “stigma”.
Wednesday 09 May 2007
Christian Quvang. Associate Professor, University College CVU VEST, Denmark
The UNICEF Report: From UK to DK
CCHRE Seminar
Room: G22 Baines Wing
Time: 14.00-15.30The UNICEF report ‘Child poverty in Perspective’, published early February 2007, gives the opportunity to compare and hence learn from the different ways that educational and social matters are dealt in different countries of the industrialised world. The presentation is a critical view on how issues related to citizenship and human rights are addressed in different countries and how identity is threatened and learning processes is jeopardized, apparently with severe consequences for recognition and inclusion of citizens in our societies. It will also attempt to explore ways of coping with critical transitions for individuals and the importance of empowerment.
Further details of this seminar.
Tuesday 08 May 2007
Constant Leung (King's College London)
Second language competence: a view from academic discourse and literacies
Language Education Seminar
Room: BT 1.17
Time: 13:00 - 14:00
The ability to communicate informally for social purposes in a second/additional language, even at high levels of lexico-grammatical accuracy and pragmatic familiarity, does not automatically translate into effective formal use, particularly in relation to reading and writing. A good deal of research in second language curriculum and pedagogy is focussed on this ‘language problem’. A high level of second language proficiency, however, does not automatically mean effective use of language for academic discourse. In this discussion, my main focus is on what counts as ‘good’ academic discourse (with particular reference to written discourse) because it highlights a profound conceptual, pedagogic and research issue in the prevailing notions of second language communicative competence. Samples of writing by 17-year-old pre-university students in London will be used to support the discussion.
Thursday 03 May 2007
Ruth Hawthorn, National Institute of Career Education and Counselling; Phil Hodkinson, Lifelong Learning Institute, University of Leeds; Heather Lynch, University of Stirling
Continuity and Change in Learning Lives
Lifelong Learning Institute Seminar
Room: ECS 7,73
Time: 1.30 - 4.00 pm
Booking form required. Print off our PDF booking form or contact Jaswant Bhavra
Further details of this seminar.
Wednesday 25 April 2007
Christian Quvang. Associate Professor, University College CVU VEST, Denmark
Special education and life stories: learning, identity and empowerment.
CCHRE Seminar
Room: BT1.17
Time: 13.00-14.30
I am working on a project where my research question is focused on how experiences from special education in primary and lower secondary school are reflected in individuals’ narratives and what impact these narratives have on learning, identity and empowerment. With this focus my aim is to investigate the relation between the individual narrative or biography and the big educational narrative. The research is based on a body of data comprised of 230 pages of narratives told by 32 individuals between the age of 16 and 44, all with SEN experiences. The research will be concluded in June 2008.
Further details of this seminar.
Tuesday 24 April 2007
Elizabeth Taylor (Deakin University, Australia)
Saving face: the challenge for native and non-native speakers in MTESOL online discussions
Language Education Seminar
Room: BT 1.17
Time: 13:00 - 14:00A study into how we could improve the online participation of postgraduate students was undertaken in the MTESOL coursework program at Deakin University in 2006. A key feature of all courses at Deakin, a major distance education provider, is the use of online discussions and reflections, both as a learning tool and for assessment purposes. Students in the MTESOL are a mixture of international students studying in Australia and local students who either attend classes face-to-face or who participate through distance learning. Some are experienced teachers, while some are quite new to the profession. Even when students are already teachers, many are changing their discipline area to TESOL as a career move. Both face-to-face and distance students interact in the same online spaces.
Online learning is particularly challenging for international students, not only because they are second-language speakers of English, but because the culture of study in Australia is unfamiliar. Lack of knowledge of the social conventions of interaction in English, both face-to-face and online, has been shown in the literature to affect the ability of international students to benefit from consultations with their lecturers. However, we have also found that online learning is challenging for local mature professionals returning to study. Most of these students appear reluctant to participate online, possibility due to the exposure of their written communication to the scrutiny of lecturers and peers.
Brown and Levinson’s (1987) concept of face-threatening acts (FTAs) carried out through language provides the theoretical approach to analysing the online discussions. This talk will present samples of the online communication and its analysis, to show how the analysis was able to throw light on types of language and behaviours that either discourage or promote online participation in a postgraduate study context.
Co-researchers: Elizabeth Taylor and Zosia Golebiowski - Deakin University, Melbourne
Wednesday 18 April 2007
Helen Bradbury, Lifelong Learning Institute, University of Leeds; Sue Kilminster, and Shelley Fielden, Medical Education Unit, School of Medicine, University of Leeds
Inter-professional education: a bridge too far?
Lifelong Learning Institute Seminar
Room: ECS 7.73
Time: 1.30 - 4.00 pmBooking form required. To register, use our pdf booking form, or contact Jaswant Bhavra
Further details of this seminar.
Wednesday 11 April 2007
Sir Keith O'Nions, Director, General Science and Innovation, Department of Trade and Industry
We regret that this seminar has been postponed until autumn
CPSE Seminar
Room: TBA
Thursday 29 March 2007
Professor Gill Valentine, Professor of Human Geography and Director of the Leeds Social Science Institute (LSSI)
‘It’s not what you have, it’s the way that you use it: Reflections on the implications of schools’ information and communication technologies (ICT) policies for children’s educational attainment’
CPSE Seminar
Room: Great Woodhouse Room, University House
Time: 18.00
Monday 19 March 2007
Dr Mariam Haspekian (Didirem, Didactique des Mathématiques, Paris)
The integration of computer tools into mathematics teaching with special reference to the case of spreadsheets.
CSSME Seminar
Room: ECS 10.72
Time: 4.30 p.m.
Monday 12 March 2007
Professor Andrew Pollard, Director, Teaching and Learning Research Programme (TLRP)
The TLRP and academic development
CPSE Seminar
Room: St. George Room, University House
Time: 17.30
Wednesday 07 March 2007
Dr Ian Lawrence (University of Birmingham)
Using computer modelling tools as expressive media
CSSME Seminar
Room: ECS 10.72
Time: 4.30pm
Dr Ian Lawrence will be reporting early results and implications of using computer modelling tools as expressive media, showing how children support their thinking in 11-14 science by building computer models to express their understanding of a situation.
Tuesday 06 March 2007
Melinda Whong (Department of Linguistics and Phonetics, University of Leeds)
Situating Practice in Theory: An approach to teaching academic English
Language Education Seminar
Room: BT 1.17
Time: 13:00 - 14:00This paper outlines an approach to teaching academic English which has been developed as an attempt to follow theoretical points in linguistics to their logical conclusion as they apply to the language classroom. The theoretical framework is the Modular On-line Growth and Use of Language (MOGUL) of Sharwood Smith and Truscott, which brings together a generative view of mental architecture with a processing view of language development from psycholinguistics. The curriculum itself draws from work in Construction Grammar (Goldberg 1995, 2006) and Genre Analysis (e.g. Swales 1990). The ultimate aim of the paper is to ask whether abstract linguistic theory has any more to say to language teachers than the general notions contributed by Krashen and his colleagues of several decades ago.
Monday 26 February 2007
Lesley Haughton, and Charles Jackson, National Institute of Career Education and Counselling; Phil Hodkinson, Lifelong Learning Institute, University of Leeds
Guidance for Workers in Employment
Lifelong Learning Institute Seminar
Room: Great Woodhouse Room, University House
Time: 1.30 - 4.00 pm
Booking form required. To register, use our pdf booking form, or contact Jaswant Bhavra.
Further details of this seminar.
Tuesday 20 February 2007
Adrian Blackledge (University of Birmingham)
Identity Negotiation in Multilingual Settings
Language Education Seminar
Room: BT 1.17
Time: 13:00 - 14:00In this paper I reflect on research in the field of multilingualism in Britain and ask questions which problematise the traditional dichotomies of micro/macro dimensions of social research. In particular, I ask questions about the ways in which language ideologies and linguistic practices are linked, rather than constituted as discrete and separate phenomena. Underpinning these questions is a focus on the complexity of language practices in a society in which the dominant ideology of English monolingualism is at odds with the reality of its multilingual population. I describe the English context and look at how English accrues a privileged value in relation to the minority languages of Britain, through constant ‘misrecognitions’ which occur in a wide range of language practices in public and private settings. I raise a number of questions in relation to micro and macro dimensions of multilingualism research: What do everyday interactional practices have to do with long-term forms of social organisation? Who has access to particular linguistic resources, how, where, when, and why? What constraints are there on access to linguistic resources? How do interactional practices influence existing structures?
I then consider how language ideologies and practices in relation to multilingualism interact in two quite different settings: (i) a language ideological debate in elite political discourse, which links languages other than English, and therefore speakers of these languages, with civil disorder, school underachievement, social segregation, poor employment prospects, mental health difficulties, and threats to democracy, citizenship and nationhood (ii) young people studying in complementary (community language) schools, where the complementary schools privilege and encourage particular identity positionings in their endorsement of flexible bilingualism, and allow the students a safe space for exploring ethnic and linguistic identities while producing opportunities for performing successful learner identities.
Wednesday 07 February 2007
Emmanuel Gyimah - School of Education (current PhD student)
Teachers' attitudes to inclusion in Ghana
Inclusive Education Seminar
Room: G18
Time: 16.00 - 17.45This seminar is primarily intended for current and past students and staff.
To reserve a place, please contact Sue Pearson by February 6 2007.
Further details of this seminar.
Tuesday 06 February 2007
David Block (Institute of Education, University of London)
Identity in second language learning research: Where we have been and where we are at present
Language Education Seminar
Room: BT 1.17
Time: 13:00 - 14:00
In recent years, identity has become a key construct in the social sciences, ‘today’s talk of the town and the most commonly played game in town’, according to Zygmunt Bauman (2001: 16). Judging by the number of publications on the topic in the past decade, I think it is safe to say that Bauman’s words are relevant when applied to Applied Linguistics in general and Second Language Learning research (SLLR) in particular. Indeed for many SLLR scholars today, it is considered axiomatic that identity and language are inextricably linked. This paper is a reflection on where we have been and where we are at present as regards identity in SLLR. I begin by discussing what I call a generally post-structuralist approach to identity, suggesting that this approach to the topic has become the preferred one among researchers interested in links to be made between language learning and identity. I then consider how identity has been dealt with in SLLR over the years. First, I suggest that although identity was not a declared area of interest in SLLR in the 1970s and 1980s, it probably should have been, since identity issues often seem to be waiting in the shadows. I then examine how identity actually is a declared area of interest in much current SLLR and what some of the findings have been in this research. Finally, I conclude with some comments on where identity in SLLR might go in the future.
Monday 22 January 2007
Janice Malcolm, University of Kent; Nicky Solomon, City University London; Russell Warhurst, University of Chester
Being and Becoming an Academic: Work and Practice
Lifelong Learning Institute Seminar
Room: ECS 7.73
Time: 1.30 - 4.00 pm
Booking form required. For booking form, use our pdf booking form or contact Jaswant Bhavra
Further details of this seminar.
Wednesday 13 December 2006
Per Morten Kind and Vanessa Kind, School of Education, Durham University
Creativity - a topic of interest for science educators?
CSSME Seminar
Room: 10.72
Time: 4.30 p.m.- 6.00 p.m.The groundwork for this presentation is a review of research literature on creativity in science education, triggered by a curiosity for the minor role scientific creativity has played in discussions on how science education should meet demands for the future. This contrasts the emphasis on rational thinking and students’ ability to draw evidence-based conclusions. Based on the attention creativity has had elsewhere we may ask: will training students’ scientific creativity contribute to their being more able to handle the challenges and uncertainties of their future?
This question, of course, relates to wide-ranging discussion on the nature of creativity and the extend to which creativity skills may be taught and learned. Also at issue is the question of what really characterise creativity in science. The presentation, naturally, can not go into details on all these questions and issues, but offers, first, an overview of how science educators have approached the topic of creativity and, next, an attempt to identify perspectives that may be fruitful for further research.
Tuesday 12 December 2006
Mª de Fatima F. Guilherme de Castro (UFU – PUC/SP – CAPES, Brazil)
Oral Competence in English: the frontier of pre-service education and the limits of in-service practice
Language Education Seminar
Room: BT 1.17
Time: 13:00 - 14:00
This presentation has the aim of presenting part of my PhD research that has been developed in Brazil since August 2004. The objective has been to develop a study, in two phases, in order to investigate some subjects - in the position of pre-service and in-service teachers - aiming at expliciting the relation they have with their oral competence in English. In other words, how they represent their oral competence in English in each phase, what is the relation that can be established between these two phases and the implications and impacts of such representations in their learning and teaching experiences.
Thursday 07 December 2006
Angela Anning, Birkbeck College, London; Nick Frost, School of Education, University of Leeds; Miriam Jackson, Youth Work Unit, Yorkshire and Humber
The Changing Face of Public Sector Professionalism: Joined-up Government and Work with Children and Young People
Lifelong Learning Institute Seminar
Room: ECS 7.73
Time: 1.30 - 4.00 pm
Booking required. For further details and booking form, use our pdf booking form or contact Jaswant Bhavra
Further details of this seminar.
Wednesday 06 December 2006
Dr Obrad Savic. Visiting Professor at the Kosovo Institute for Journalism and Communication, Pristhina, Kosovo. Research fellow, School of Fine Art and Cultiral Studies, University of Leeds
Welcome to Stranger: Human Rights Without Alibi
CCHRE Seminar
Room: Baines Wing Room 3.06
Time: 13.00 pm - 15.00 pm
Tuesday 05 December 2006
Bethan Davies (Department of Linguistics and Phonetics, University of Leeds)
Institutional Apologies in UK Higher Education: Getting back into the black before going into the red
Language Education Seminar
Room: BT 1.17
Time: 13:00 - 14:00This research is concerned with both the nature / structure of apology, and the effect(s) of a particular context on the function of a linguistic act. A small corpus of undergraduate student e-mail apologies was collected from the inboxes of two UK-based lecturers. These were analysed according to the type of offence apologised for, the structure of the apology and whether the offence had already occurred or not. Much of the data consisted of apologies occurring alongside other acts: the apology was often not the main business. Why, then, do students apologise to staff, particularly when apology is a minor function? The concepts of equity and equilibrium are used to explicate this usage: apologies are employed to pay debts/gain credit within this institutional relationship. A previously undescrived apology strategy which is focussed on improving the writer’s standing as ‘good student’ or ‘good person’ (and thus their credit balance) is also identified. This strategy – termed but-justification – is used to show that although an offence may have been committed, such behaviour is not indicative of the student’s “right relationship” and “pious attitude” (Goffman 1971: 118) to their institutional role as a student.
Tuesday 05 December 2006
Professor David Sugden, Professor of Special Needs in Education , School of Education, University of Leeds
Myths and truths in special education: theory and evidence
CPSE Seminar
Room: BT
Time: 18.00For obvious reasons the field of special education has attracted numerous approaches to improving the lives of children with difficulties. Some of these are well founded on strong theoretical evidence backed up by empirical and experiential support although it is rare to find many in this category.
In this talk David Sugden examines a number of approaches aimed at improving the lot of children with various difficulties, analyses them according to theoretical, empirical and experiential criteria and shows how some approaches become popular while others never seem to attain this status.
Wednesday 29 November 2006
Dr. Mary Chambers, School of Education
Co-ordination Disorders in the Early Years
Inclusive Education Seminar
Room: ECS 10.70
Time: 4 p.m. - 6 p.m.
Please email Sue Pearson if you are able to attend.
Further details of this seminar.
Tuesday 28 November 2006
Solange Faraco (University of Niteroi, Rio de Janeiro)
Metaphors of TIME in women's discourse
Language Education Seminar
Room: BT 1.17
Time: 13:00 - 14:00
I am interested in talk about TIME in women's discourse and discourses
directed to women, and its potentially ideological implications. I use
metaphor analysis as a tool for exploring the ideology underlying text to
investigate the concept of TIME for Brazilian mature women.
In my talk I will briefly outline relevant aspects of contemporary
metaphor theory and their implications for the study of ideology and
language. I will present some conventionalised TIME metaphors discussed in
the literature and, finally, I will present an analysis of some of my
research data.
Tuesday 21 November 2006
Fiona Douglas, School of English, University of Leeds
Scottish lexis in Scotland’s newspapers – a pre and post-devolution comparison
Language Education Seminar
Room: BT 1.17
Time: 13:00 - 14:00This paper examines the relationship between Scottish language (specifically lexis), national identity, and the press. In the past, Scotland has been described as a ‘stateless nation’ – a nation with a strong sense of national identity, but without the usual trappings of socio-political or economic self-determination. Under such circumstances, some would argue that language and other cultural identifiers have increased significance as national rallying points. Scotland has had, for many years, a vibrant Scottish national press, with its own distinctively Scottish identity. And arguably, Scottish newspapers can use distinctively Scots language as one way of maintaining their distinctive identity and appealing to a Scottish readership. Using a sizeable corpus of newspaper texts, this paper investigates the ‘how, what, where, why and when’ of Scots lexis in the press during two key data periods – 1995 (four years before Scottish devolution – devolution in 1999 having restored at least some, if not all, of Scotland’s nationhood) and 2005 (ten years later and securely in the post-devolution period).
Monday 20 November 2006
Maria Golding & Chris Kyriacou, School of Education, University of York
A systematic review on ICT and Algebra.
CSSME Seminar
Room: TBA
Time: 4.30 p.m. - 6.00 p.m.
This TDA commissioned review focuses on the question: How have different ICTs contributed to the development of understanding of algebra for pupils up to the age of 16? The presentation will discuss interim findings and some methodological problems and opportunities involved in doing systematic reviews. We will look at how the papers from the initial screening have been categorised and how the initial question is refined in the process of the review. We will also use at least one selected paper as an example of the process of in-depth analysis, in order to look at key methodological issues involved in conducting and reporting mathematics education research.
Tuesday 14 November 2006
Paul Armstrong, School of Education, University of Leeds; Christine Jarvis, EPDS, University of Huddersfield; Sarah Mumford, National Museum of Photography, Film&TV (tbc)
Learning Through Popular Culture
Lifelong Learning Institute Seminar
Room: ECS 7.70
Time: 1.30 - 4.00 pm
Booking required. For further details and booking form, use our pdf booking form or contact Jaswant Bhavra
Further details of this seminar.
Wednesday 08 November 2006
Jaume Ametller CSSME, School of Education, University of Leeds
The CPD dimension of our research projects (EPSE and Dialogic Teaching)
CSSME Seminar
Room: 10.72
Time: 4.30 p.m. - 6.00 p.m.
Tuesday 10 October 2006
James Simpson, University of Leeds; Mike Baynham, University of Leeds; Tim Deignan, Freelance Researcher/Consultant; Mary Weir, Park Lane College
How do teachers make a difference? Findings from the NRDC ESOL Effective Practice Project
Lifelong Learning Institute Seminar
Room: ECS 7.70
Time: 1.30 - 4.00 pm
Booking form required. Use our pdf booking form or contact Jaswant Bhavra
Further details of this seminar.
Tuesday 19 September 2006
Mike Cushman, London School of Economics and Political Science; Melissa Highton, University of Leeds; Aisha Walker, University of Leeds
Technology for Lifelong Learning
Lifelong Learning Institute Seminar
Room: ECS 7.73
Time: 1.30 pm - 4.00 pm
Booking required. Use our pdf booking form or contact Jaswant Bhavra
Further details of this seminar.
Monday 17 July 2006
Michael Hoey Baines Professor of English The University of Liverpool
MA TESOL and TEFL one day conference
Language Education Seminar
Room: BT 1.17
Time: 10.30 a.m. - 3.30 p.m.
This is a one day conference for MA TESOL and TEFL students. Michael Hoey's plenary will be at 10.30 followed by talks given by M.A nd PhD students.
Tuesday 04 July 2006
Various speakers on this 3-day Conference. 4-6 July 2006.
Inter-Cultural Perspectives on Research into Adult Learning
Lifelong Learning Institute Seminar
Room: Trinity All Saints
Time: 3 full days from 4 July.
Registration required. Further details and registration form here
Monday 03 July 2006
Keynote Speakers:Professor David Boud, University of Technology, Sydney, and Professor Janis Fook, La Trobe University.
Professional Lifelong Learning: Beyond Reflective Practice.
Lifelong Learning Institute Seminar
Room: Trinity All Saints
Time: 10.00 am - 5.30 pm
Registration required. Further details.
Monday 12 June 2006
Bill Rammell MP, Minister of State for Lifelong Learning, Further and Higher Education
Why expansion of university education remains a social and economic imperative
CPSE Seminar
Room: Great Woodhouse Room, University House
Time: 6.00 p.m.
Further details of this seminar.
Thursday 08 June 2006
Mukul Saxena (Universiti Brunei Darussalam)
A gradual transitional model of medium-of-instruction: A proposal for bilingual education policy planning in Brunei Darussalam
Language Education Seminar
Room: HP G18
Time: 12:30 - 14:00
Further details of this seminar.
Thursday 08 June 2006
Professor Cedric Cullingford, University of Huddersfield
Educational policies and their effects on pupils
CPSE Seminar
Room: Great Woodhouse Room, University House
Time: 6.00 pm.
Further details of this seminar.
Monday 22 May 2006
Steven Higginbotham, IGEN, Leeds.
Dr Helen Colley, Manchester Metropolitan University.
Professor Tony Watts, University of Derby.
The Future of Professional Career Guidance
Lifelong Learning Institute Seminar
Room: ECS 7.70
Time: 1.30 - 4.00 pm
Booking required. Use our pdf booking form or contact Jaswant Bhavra
Further details of this seminar.
Wednesday 17 May 2006
Abraham Magendzo K , Director of UNESCO Chair on Human Rights Education at the Academia de Humanismo Cristiano , Santiago Chile
Human Rights and Citizenship Education in Latin America
CCHRE Seminar
Room: BT 1.16
Time: 13.00 - 14.30
Latin America slowly returns to democracy after a period of dictatorship regimes, violence and institutionalised impunity. Human rights and citizenship education is an integral part of this long process of democratisation. The presentation will start with a very concise and brief reflection of what is the main significance of human rights and citizenship education in Latin America and particularly in Chile. It will focus specifically in its contribution on the fight for eradication of injustices and poverty, exclusion, intolerance and discrimination; delivering voice to the unvoiced people; perpetuate memory: empowering people to become citizens of rights, etc. The presentation will continue by pointing out the main achievements and difficulties of human rights and citizenship education in Latin America and in Chile. It will focus particularly in the tensions, conflicts and contradictions that human rights education needs to deal with, namely: its critical position; the instrumentalisation of education and the curriculum; the lack of structural and cultural conditions, the duplication of discourse; the problem of dissemination and the lack of appropriate methodologies to evaluate its effectiveness.
Wednesday 10 May 2006
Madeleine Arnot, Professor of Sociology of Education at Cambridge University. Fellow of Jesus College and the Academy of Social Sciences
‘Freedom’s Children’: Individualising The Learner Citizen
CCHRE Seminar
Room: BT 1.17
Time: 13.00 - 14.30
Drawing on Ulrich Beck's theory of 'freedom's children', this paper considers contemporary concerns about educating young people for citizenship and educating them about citizenship. The first theme Individualising the Learner Citizen highlights some of the gendered and class inequalities associated with the individualisation of learning. The second theme The Individualist Citizen draws on youth studies which suggest that young women are at the moment more likely to ‘fit’ the requirements of neo liberal models of citizenship. These two processes of individualisation have significantly reshaped contemporary gender relations and arguably reinforced social inequalities. These scenarios are troubling ones – they challenge us to consider the social and political consequences of individualisation for democratic citizenship.
Further details of this seminar.
Tuesday 02 May 2006
Viv Edwards (University of Reading)
Language and social inclusion: translation and interpreting services in a multilingual society
Language Education Seminar
Room: HP G18
Time: 13:00- 14:00
Further details of this seminar.
Thursday 27 April 2006
Professor Phil Scott, Professor of Science Education, School of Education, University of Leeds
Whatever's the matter with school physics? Too few pupils, not enough teachers: which way for policy and practice?
CPSE Seminar
Room: University House
Time: 6.00 p. m.
Further details of this seminar.
Thursday 06 April 2006
Professor Hugh Lauder, University of Bath.
Dr Keith Forrester, University of Leeds.
Globalisation, Learning and the Knowledge Economy
Lifelong Learning Institute Seminar
Room: ECS 7.73
Time: 1.30 - 4.00 pm
Booking required. Use our pdf booking form or contact Jaswant Bhavra
Further details of this seminar.
Tuesday 04 April 2006
Eddie Williams (University of Wales at Bangor)
Education as mystification: language in African classrooms
Language Education Seminar
Room: HP G18
Time: 13:20 - 14:00
Please note that this paper will follow Dr Maeve Conrick - see details below. Sandwiches and soft drinks available from 12:00.
Further details of this seminar.
Tuesday 04 April 2006
Maeve Conrick, French Department, University College Cork
Language and Education: access to English schools in Quebec
Language Education Seminar
Room: HP G18
Time: 12:30 - 13:10
Please note that this paper will be followed by Dr Eddie Williams - please see details above. Sandwiches and soft drinks available from 12:00
Further details of this seminar.
Thursday 30 March 2006
Sir Mike Tomlinson, CBE FRSA
14-19:Raising our game
CPSE Seminar
Room: University House
Time: 6.00 p. m.
Further details of this seminar.
Tuesday 21 March 2006
Tom Morton (University of Leeds)
Aligning classroom talk and pedagogical goals in teacher-student interaction in a CLIL classroom
Language Education Seminar
Room: ECS 8.90
Time: 13:00 - 14:00
Further details of this seminar.
Thursday 16 March 2006
Tommaso Milani (Centrum för tvåspråkighetsforskning Stockholms Universitet)
Language testing and citizenship: Poststructuralist perspectives on a language ideology in Sweden
Language Education Seminar
Room: BT G.02
Time: 13:00-14:30
This seminar is a joint venture between the Centre for Language Education Research (CLER) and the Centre for Citizenship and Human Rights Education (CCHRE). Tea and coffee available from 12:45
Further details of this seminar.
Thursday 16 March 2006
Tommaso Milani, Centrum för tvåspråkighetsforskning Stockholms Universitet.
Language testing and citizenship: Poststructuralist perspectives on a language ideology in Sweden
CCHRE Seminar
Room: BT G.02
Time: 13.00 - 14.30
Jointly organised by the CCHRE and the Centre for Language Education Research
Further details of this seminar.
Tuesday 14 March 2006
Ken Ruthven, University of Cambridge
CSSME Annual Seminar: Use of ICT in mathematics and science education
CSSME Seminar
Room: University House
Time: 4.30 p.m. - 6.00 p.m.
Tuesday 14 March 2006
Martin Wedell (University of Leeds)
Teachers’ perceptions of EFL reform: exciting opportunity or threatening imposition? Some implications for policy makers and planners
Language Education Seminar
Room: HP G18
Time: 13:00 - 14:00
Further details of this seminar.
Thursday 09 March 2006
Mary Hamilton Professor of Adult Learning and Literacy at the University of Lancaster
Actor Network Theory, Literacy Policy and Educational Research
School of Education Seminar
Room: Blenheim Terrace 1.16
Time: 4pm-6pm.
Monday 06 March 2006
Mark O'Neil, Head of Museums and Galleries, Glasgow.
Professor Jean Barr, University of Glasgow.
Raymond Thomson (University of Strathclyde.
Putting the Culture Back into Lifelong Learning
Lifelong Learning Institute Seminar
Room: ECS 7.83
Time: 1.30 - 4.00 pm
Free to University staff and research students, but booking required. Use our pdf booking form or contact Jaswant Bhavra
Further details of this seminar.
Thursday 23 February 2006
Professor Sir Martin Harris CBE DL, Director of the Office for Fair Access and Deputy Chairman of the North West Development Agency
OFFA: whither now?
CPSE Seminar
Room: University House
Time: 6 p.m.
Further details of this seminar.
Tuesday 21 February 2006
Lyn Dawes, University of Cambridge
Dialogic Teaching
CSSME Seminar
Room: 10.72
Time: 4.30 p.m. - 6.00 p.m.
Tuesday 21 February 2006
Caroline Dyer (POLIS, University of Leeds)
Literacy teaching and learning in Indian urban schools: Gujarati experiences
Language Education Seminar
Room: G18
Time: 13:00 - 14:00
NB - This seminar was originally scheduled for 7 February 2006
Further details of this seminar.
Wednesday 15 February 2006
Dr June Bam-Hutchinson
Creating New Paths: Nation-making versus Nationalism (The case of the South African History project).
CCHRE Seminar
Room: BT 1.17
Time: 1.15 pm - 2.30 pm
For bookings please contact Michalis Kakos: m.kakos@leeds.ac.uk
Further details of this seminar.
Monday 13 February 2006
Andrew Sparkes, University of Exeter.
Maggie MacLure, Manchester Metropolitan University.
Phil Hodkinson, University of Leeds.
Audit Culture
Lifelong Learning Institute Seminar
Room: Great Woodhouse Seminar Room 2, University House .
Time: 1.30 - 4.00 pm
Free to University staff and research students, but booking required. Use our pdf booking form or contact Jaswant Bhavra
Further details of this seminar.
Thursday 09 February 2006
Professor Peter Tymms University of Durham
Educational research and government policy:how are they and how should they be linked?
CPSE Seminar
Room: University House
Time: 6.00 p. m.
Part of the CPSE 2005-06 programme of education policy seminars
Further details of this seminar.
Wednesday 08 February 2006
Professor Rose September, University of the Western Cape, South Africa
Children's Perspectives on their Rights, Responsibilities and Citizenship in South Africa
CCHRE Seminar
Room: ECS 7.73
Time: 1:00 - 2.30pm
OPEN SEMINAR (For bookings please contact Michalis Kakos: m.kakos@leeds.ac.uk)
Wednesday 01 February 2006
Prof. John Annette, University of London.
Deliberative Democracy and Education for Democratic Citizenship
CCHRE Seminar
Room: BT 1.16
Time: 13.00 - 14.30
Part of the CCHRE 2005-6 seminar series
Further details of this seminar.
Tuesday 31 January 2006
John Monaghan, CSSME, School of Education, University of Leeds
Linking School Mathematics to Out-of-School Mathematical Activities
CSSME Seminar
Room: ECS 10.72
Time: 4.30pm
I report on my (with Louise Sheryn and a number of teacher-researchers) current ESRC project which investigates ways that secondary school mathematics can be linked to out-of-school activities. I will give an overview of the project and raise a number of practical and research matters.
Thursday 19 January 2006
Helen Bowman, Manchester Metropolitan University.
Karen Evans, IoE, University of London.
Paul Jackson, EDSC, University of Leicester.
Young Adults' Agency in the Transition from Education to Work: National and International Perspectives
Lifelong Learning Institute Seminar
Room: ECS 7.73
Time: 1.30 - 4.00 pm
Booking required. Use our pdf booking form or contact Jaswant Bhavra
Further details of this seminar.
Thursday 12 January 2006
Professor Sir Howard Newby
Seminar Cancelled
CPSE Seminar
Room: Great Woodhouse Room
Time: 6 p.m.
We are sorry to have to inform you that as Howard Newby's seminar planned for the 12th January falls during his transition period with his new post at the University of the West of England, he is no longer able to give the seminar.
Tuesday 13 December 2005
Belen Diez
The use of corpora in the TESOL classroom
Language Education Seminar
Room: G 19 Hillary Place
Time: 2.00 p.m.- 4.00 p.m.
Numbers are limited for this seminar. Please contact Richard Badger on r.g.badger@education.leeds.ac.uk if you are planning to come.
Thursday 08 December 2005
Dr Caroline Dyer, University of Leeds.
Pauline McClenaghan, Social Economy Agency, Derry.
Anne Walker, Workers' Educational Association, Leeds
Education, Community and Development: The Potential for Transformative Action
Lifelong Learning Institute Seminar
Room: ECS 7.73
Time: 1.30 - 4.00 pm
Booking required. Use our pdf booking form or contact Jaswant Bhavra
Further details of this seminar.
Tuesday 06 December 2005
Prof Edgar Jenkins University of Leeds
The student voice in science education: irrelevant or critical?
CSSME Seminar
Room: ECS 10.72
Time: 4.30pm
Tea and biscuits will be available from 4pm in the CSSME foyer.
Further details of this seminar.
Tuesday 06 December 2005
Jane Plastow (School of English and Drama, University of Leeds) and John Holmes (School of Education, University of Leeds)
Drama as a Research Resource: Investigating oracies and literacies in rural Eritrea
Language Education Seminar
Room: Hillary Place G.18
Time: 13:00-14:00
Further details of this seminar.
Tuesday 06 December 2005
Penelope Robinson (University of Leeds)
Concerns, Challenges and Professional Development in the Young Learner EFL Classroom
Language Education Seminar
Room: BT 1.17
Time: 14:00 - 16:00
Tuesday 29 November 2005
James Simpson (University of Leeds)
Testing the speaking skills of ESOL learners
Language Education Seminar
Room: BT 1.17
Time: 14:00 - 16:00
Further details of this seminar.
Monday 28 November 2005
Dr Terry Maguire, University of Limerick, Ireland.
Dr Norman Lucas, Institute of Education, London.
Tom Morton, University of Leeds.
What do teachers in literacy, numeracy and ESOL need to know? Current research in teacher education for Skills for Life
Lifelong Learning Institute Seminar
Room: ECS 7.73
Time: 1.30 - 4.00 pm
Booking required. Use our pdf booking form or contact Jaswant Bhavra
Further details of this seminar.
Tuesday 22 November 2005
Martin Lamb (University of Leeds)
The impact of school on motivation to learn English: an Indonesian case study
Language Education Seminar
Room: Hillary Place G.18
Time: 13:00 - 14:00
Further details of this seminar.
Tuesday 22 November 2005
Alice Deignan (University of Leeds)
Thinking and speaking with metaphors
Language Education Seminar
Room: BT 1.17
Time: 14:00 - 16:00
Tuesday 08 November 2005
Rebecca O'Rourke (University of Leeds)
"Anything but teach": Situating Creative Writing in Education
Language Education Seminar
Room: Hillary Place G.18
Time: 12:30 - 14:00
Further details of this seminar.
Tuesday 08 November 2005
Tom Morton (University of Leeds)
Learning to teach in pre-service teacher education in TESOL: A Dialogic Approach?
Language Education Seminar
Room: RSLT 2
Time: 14:00 - 16:00
Wednesday 02 November 2005
Dr Jeffrey Goodwin, Edexcel
Extending the Curriculum Project
CSSME Seminar
Room: ECS 10.72
Time: 1.00pm
Note that this seminar is not at the usual time
Further details of this seminar.
Wednesday 02 November 2005
Dr Hugh Starkey, programme leader for MA Citizenship Education by distance learning, University of London Institute of Education
Assessment for Learning in Citizenship
CCHRE Seminar
Room: Blenheim G02
Time: 12.45 - 14.30 pm
Booking Required. Please contact Michalis Kakos
Thursday 27 October 2005
Dr. Amanda Kirby MBBS MRCGP The Dyscovery Centre, Cardiff
Health and education - Interagency working collaboration for people with developmental disorders: from pre-school to adulthood
CPSE Seminar
Room: Great Woodhouse Room
Time: 6 p.m.
Further details of this seminar.
Thursday 20 October 2005
Professor Beverley Alimo-Metcalfe, University of Leeds.
Jean Gardiner, University of Leeds.
Professor Nicky Solomon, City University, London.
Researching Work and Learning
Lifelong Learning Institute Seminar
Room: Great Woodhouse Room
Time: 1.30 - 4.00 pm
Booking required. For further information, contact Jaswant Bhavra.
Further details of this seminar.
Tuesday 11 October 2005
Dr. Sibel Erduran University of Bristol
Argumentation in science teacher education: establishing teaching expertise using case studies of pre-service and in-service teachers
CSSME Seminar
Room: ECS 10.72
Time: 4:30 p.m.
Tea and biscuits will be available from 4.00p.m. in the Centre Foyer, Room 10.71 (off Red Route).
Tuesday 11 October 2005
Mike Baynham and James Simpson (University of Leeds)
The ESOL Effective Practice Project: Issues in combining quantitative and qualitative methodologies in classroom based research
Language Education Seminar
Room: Hillary Place G.18
Time: 12:30 - 14:00
Further details of this seminar.
Wednesday 05 October 2005
Prof. Audrey Osler, CCHRE director
Learning for Cosmopolitan Citizenship
CCHRE Seminar
Room: BT G02
Time: 12:45-14:30
Thursday 23 June 2005
Prof Rosamund Sutherland, University of Bristol
Integrating ICT into subject cultures: A framework for teaching and learning
CSSME Seminar
Room: ECS 10.72
Thursday 19 May 2005
John Monaghan, Tom Roper and John Threlfall University of Leeds
Developing 14-19 Curriculum Pathways in Mathematics
CSSME Seminar
Room: ECS 10.72
A team from the School of Education is developing, for QCA, a curriculum and assessment model for 'pathways' for 14-19 mathematics that will 'fit' with recommendation from the Smith Report and the Tomlinson Report. Three members of the team will present an overview of the project and on problematics aspects of the work. NB This seminar is likely to interest school teachers as well as research staff
Thursday 17 March 2005
Prof. John Holman, Director of the National Centre for Science Learning
CSSME Annual Lecture. The National Science Learning Centre: from vision to reality
CSSME Seminar
Room: SCR
Is teachers' professional development the key to the transformation of science education? I will set out the vision of the National Science Learning Centre which opens in autumn 2005 in the light of the early experiences of the regional Centres which started to open late last year.
Thursday 24 February 2005
Anne Watson, University of Oxford and John Mason, Open University
The exercise as mathematical object: dimensions of possible variation in practice
CSSME Seminar
Room: ECS 10.70
Thursday 03 February 2005
Dr Keith Taber, Cambridge University
Conceptual integration & science learners – do we expect too much?
CSSME Seminar
Room: ECS 10.72
Thursday 16 December 2004
Prof Mary Ratcliffe, University of Southampton
The impact of research on practice: science education practitioners' views
CSSME Seminar
Room: ECS 10.72
Tuesday 07 December 2004
Simon Borg (University of Leeds)
Evidence-based practice in TESOL
Language Education Seminar
Room: ECS 8.90
Time: 12:30 - 14:00
Tuesday 23 November 2004
Sally Johnson (University of Leeds)
Spelling trouble? Language, identity and the reform of German orthography
Language Education Seminar
Room: ECS 8.90
Time: 12:30 - 14:00
Thursday 11 November 2004
Maria Goulding and Chris Kyriacou, University of York
Have daily mathematics lessons enhanced pupil confidence and competence: a systematic review
CSSME Seminar
Room: ECS 8.90
Tuesday 09 November 2004
Angi Malderez (University of Leeds)
Challenges and rewards in large scale longitudinal educational research: early experiences and findings from the Becoming A Teacher project
Language Education Seminar
Room: ECS 8.90
Time: 12:30 - 14:00
Tuesday 26 October 2004
Mike Baynham (University of Leeds)
Narrative, migration and identity
Language Education Seminar
Room: ECS 8.90
Time: 12:30 - 14:00
Monday 25 October 2004
Prof. Andrew Pollard, Cambridge University will lead a discussion on
Taking stock of the role of subject knowledge in learning in sequential educational sectors
CSSME Seminar
Room: TBA
ROUND TABLE DISCUSSION.
This is not a full seminar, and places are limited. They will be allocated on a first come-first served basis. If you wish to attend please contact Jim Donnelly as soon as possible.
Wednesday 06 October 2004
Jacqueline Bell and Jim Donnelly, University of Leeds
Recreating science education through vocationalism?
CSSME Seminar
Room: ECS 10.72