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WERA Invited Symposium @ ECER 2017, 22 - 25 August 2017, University College Copenhagen, Denmark

Friday, March 17, 2017   (0 Comments)
Posted by: Carine Jonker
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The title of this Symposium is “World Education Research Association Invited Symposium: World-wide perspectives on methodologies in school-based education research”. This symposium provides conceptual and contextual evidence on methodologies used in school-based education research and is summited by Prof Liesel Ebersohn, WERA Secretary General.

Contributors include:
- Dr Ingrid Gogolin, Universität Hamburg (Chair):
- Dr George Head, University of Glasgow:
- Dr Mylene Leroux, Université du Québec Outaouais:
- Prof Ronél Ferreira, University of Pretoria:
- Dr Rocío Garcia-Carrión, University of Deusto:

In her paper, Ingrid Gogolin presents a study on language use in multilingual classrooms. The study focused on the questions, under which conditions, how and why migrant students make use of their heritage languages during lessons. The paper presents the theoretical framework of the study and the video-audio-tape-method which was applied.
Advantages and constraints of the method will be discussed. Furthermore, the main results of the study will be presented, and an outlook on desirable future research will be given. Dr. Ingrid Gogolin is professor of comparative and intercultural education research at the University of Hamburg, research group “Diversity in Education Research”. She was awarded honorary doctor’s degrees (Dr. phil. h.c.) by the University of Dortmund in 2013, and by the University of Athens in 2017. Her work is focused on problems of migration and linguistic diversity in education. A current project “Multilingual Development – A Longitudinal Perspective” follows two parallel cohorts (n = 1800) with German-Turkish, German-Russian, and monolingual German language backgrounds in their development of German, the heritage languages Turkish and Russian and English & French as foreign languages.  
George Head argues for the use of participant action research using a solution focused conversation to generate education knowledge. The argument is based on experience of using this approach to research film education in libraries in Scotland and extrapolates from there to its possibilities for use in school-based research, particularly action research and professional inquiry. George Head is currently semi-retired and works at the University of Glasgow, Scotland. George is a past-president of the Scottish Educational Research Association (SERA) and has represented the association on the World Educational Research Association (WERA) Council since 2013 and on the European Educational Research Association (EERA) Council since 2011. Since retirement, George has continued to pursue his interest in the learning and development of children and young people whom schools find difficult or who have left school with little or no qualifications.
He has a long history of work in the field of Moving Image Education (MIE) and has researched a range of MIE initiatives in both formal and informal settings including training agencies for young people requiring more choices and chances (otherwise referred to as not in education, employment or training), secondary schools, primary schools and nurseries and early-years settings. Recent research, previously reported at WERA, includes Talent Development in sport, business and the arts. The experience and knowledge of research into learning both formal in structured contexts and informal in leisure, participant-led activities has led him to seek innovative ways of conducting research with all learners and the adults with whom they work. He is currently researching Film Education in Libraries.  
Mylene Leroux focuses on the use of classroom observation. She exposes many contributions of this method to improve differentiated instruction and professional development, and to inform a research process, relying on the data of a study conducted with Canadian primary school teachers. Mylène Leroux is a Professor in the Département des sciences de l’éducation at Université du Québec en Outaouais in Canada. She is also an Associate Researcher at the Centre de recherche interuniversitaire sur la formation et la profession enseignante (CRIFPE). Her current research interests include teacher resilience and reflection, teacher induction, professional development, practical training, as well as differentiated instruction.  
In her paper, Ronél Ferreira proposes school-based participatory intervention research as suitable avenue for promoting the health and well-being of vulnerable school-communities. She integrates the underlying principles of resilience theory, strength-based approaches to coping, community-based responses to adversity, and participatory refection and action methodology, in contemplating the value of an integrated participatory intervention research approach when facilitating social change in school-communities. Ronél Ferreira is an associate professor in the Department of Educational Psychology at the University of Pretoria, South Africa. In her research, she currently focuses on psychosocial support, coping and resilience within the context of vulnerability, with specific reference to the effect of school/community-based participatory intervention research on the well-being and development of individuals and communities.
 She has extensive experience as primary investigator and project leader of funded research projects, many of which involve interdisciplinary collaborations. Ronél has widely published in both national and international accredited journals and scholarly books. She has also edited and co-authored scholarly books in the past, and numerous postgraduate students have completed their studies under her supervision. Her research accomplishments are signified, amongst others, by her being a rated researcher at the South African National Research Foundation, and recipient of the Samuel Henry Prince Dissertation Award of the International Sociological Association (2009), Young Researcher Award of the University of Pretoria (2009), and Young Researcher Award of the Education Association of South Africa (2007). Ronél is executive editor of the South African Journal of Education and past chairperson of the Education Association of South Africa.  
Rocío García-Carrión discusses the potential of using Communicative Methodology of Research in school-based research to reduce inequalities. This transformative approach rooted in critical pedagogy and dialogic theory has been crucial for (a) opening classrooms and schools to their communities (b) including peoples’ voices into research in some of the poorest and marginalized areas in Southern Europe. Dr. Rocío García-Carrión is Ikerbasque Research Fellow at University of Deusto. She has been Marie Curie Fellow at University of Cambridge, Research Associate at Wolfson College Cambridge and visiting scholar at Harvard University. Her main research interests include dialogic and interactive learning environments, inclusion of marginalized groups, family and community involvement. She has been principal investigator in the ChiPE project (FP7, European Commission), and part of the coordination team of the Integrated Project INCLUD-ED (FP6), among others. Currently, she is leading the IMP-EXIT project (MINECO, Spain), focused on the impact of interactive learning environments in educational and social success.
She has published several books and papers and international journals of impact such as Qualitative Inquiry (Q1), Journal of Psychodidactics (Q2) or Int Journal of Offender Therapy Comparative Criminology (Q2). She serves as chair for the International Research Network: Overcoming Inequalities in Schools and Learning Communities Innovative Education For A New Century within the World Educational Research Association. She is the Link convenor for the Network 14. Families, communities and schooling in educational research, EERA. Currently she has been elected President of the Multidisciplinary Association on Educational Research (AMIE). She is co-editor of the International Journal of Educational Psychology.  

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