Developing Whole-Class Interactive Teaching

Research Students’ Annual Conference (RSAC) 2012

18 April, University House, University of Leeds

School of Education FACULTY OF EDUCATION,SOCIAL SCIENCES AND LAW

Research Students’ Annual Conference


2



3

Welcome

We are pleased to welcome you to the Ninth Research Students Annual Conference (RSAC 2012) of

the School of Education. This is an important annual event in the School’s calendar as it brings

research students together to present various aspects of their studies in a friendly and supportive

environment. As has been the case in previous years, we are sure that the presentations will prove to

be varied, interesting and stimulating.

We are delighted to welcome Professor Jerry Wellington as the keynote speaker for this year’s

conference. We also welcome research students from the University of York and the University of

Sheffield and, in addition, a group of Masters students from the University of Leeds. The organising

committee wishes to thank the research students who have volunteered to make presentations and

also encourage those who were not able to present today to take advantage of such opportunities in

the future.

Finally, because this event is organised ‘by students for students’, we invite research students to

volunteer to serve in the committee that will organise the RSAC for the year 2013.

We hope that you enjoy the day.

Thank you.

The Organising Committee:

Research Students Staff Abdullah Alnutaifi Aleksandra Szweda Chung Gilliland Alexander Zlatopolskis Emma Gillen Maggie McPherson Ibrar Bhatt Susan Long Jackie Salter Katie Gathercole Laura Grassick Shanna Saubert Simon Caruana



4

The Programme 9.15-9.45 Registration, Tea and Coffee

9.45 -10.00 Welcome Address - Professor Geoff Hayward, Head of School of Education

Great Woodhouse Room Chair – Chung Gilliland

St George Room Chair – Abdullah Alnutaifi

Cloberry Room Chair – Shanna Saubert

10.00-11.05 David Brining The Experience of Teaching English to Young Learners

Simon Webster Longitudinal Case Study Data Generation

Rebecca Warburton Continuous and Discrete Knowledge: Analysing Trainee Secondary Teachers’ Mathematical Content Knowledge Change through ‘Knowledge Maps’

Miguel Angel Urbina Garcia Preschool Transition to First Grade in Mexico: Preschool and Primary First Grade Teachers´ Perceptions

Paul Colewood Qualitative Data Analysis? Quite Demanding, Actually

Helen Morris ‘It’s Still Science but not like Normal Science’: Girls’ Responses to the Teaching of Socioscientific Issues

11.05-11.25 Coffee/Tea Break

Great Woodhouse Room Chair – Katie Gathercole

St George Room Chair – Jackie Salter

Cloberry Room Chair – Ibrar Bhatt

11.25-12.15 Masauda El-aswed Single-Sex Islamic Schools and Parental Choice: An Investigation into Muslim Parents Motivations for Choosing these Schools

Maha Saeed Halabi Understanding Tutors’ Perception about the Distance Language Learning Program (DLLP) and its Role in the Development of Learners’ Autonomy: An Empirical Study at King Abd-Alaziz University, Jeddah, Saudi Arabia

Ahmad Lodhi Data Collection in a Pakistani Public University: Experiences and Challenges

Irene Vanderpuye Piloting Inclusive Education in Ghana: Parental Perception and Involvement

Omeir Alenezi Academic Staff Perceptions of the Management of Decision-Making Processes

Rose Usoro Educational Decentralisation and its Implications for Teacher Leadership in Senior Secondary Schools in Nigeria

12.15- 13.15 Lunch



5

Great Woodhouse Room Chair – Rebecca Warburton

St George Room Chair – Chung Gilliland

Cloberry Room Chair – Helen Morris

13.15-14.20 Ibrar Bhatt Digital Literacies and their Layered Multiplicity: A Doctoral Study

Taha Rajab Developing Whole-Class Interactive Teaching: The Interaction Patterns of Syrian EFL Teachers

Rachael Sharpe Secondary School Students’ Attitudes to School Practical Work in Biology, Chemistry and Physics in England

Richard Gresswell Teacher Identity and Blogging

Clare Wardman Teachers’ Views on Provision of Support for Children with English as an Additional Language in UK Primary Schools

Shaista Shirazi

Student Experience of School Science and its Relationship to Post-16 Science Take-Up

14.20-14.40 Coffee/Tea Break

14.40-15.30 Dr. Maggie McPherson introduces the key note speaker

Professor Jerry Wellington: What is a ‘Doctorate’ and What Makes a ‘Good’ Doctoral Thesis? – Varying Perspectives

15.30-15.45 Closing comments – Dr. Maggie McPherson



6

Abstracts

Name David Brining Email

Title The Experience of Teaching English to Young Learners

Gre

at

Wo

od

ho

use

Ro

om

10

.00

-11

.05

Se

ss

ion

1

A belief that ‘younger is better’, parental ambitions and a desire for new

‘business opportunities’ has fuelled a demand for YL teachers by private

language teaching providers. Many of these teachers, however, have neither

formal training nor qualifications appropriate for teaching children (the CELTA

does not train teachers to work with YLs). Moreover, they may have no desire to

teach YLs at all and are ‘persuaded’ to do so by their managers. There may be

little in-service training or support, leaving teachers reliant upon more

experienced colleagues or ‘self-help’ to develop techniques and learn about

resources.

My research, illuminative in nature and blending quantitative and qualitative

data, investigates the experiences, attitudes and motivation of such teachers.

Key considerations include professional development provision including

qualification enhancement and in-service training, promotion, specialisation and

the decisions teachers make at different stages of their careers.

Since the project is at an early stage, this presentation will discuss the research

aims and rationale, key research questions, design and methodology, some data

collection instruments, some very early survey findings and an outline of the next

steps in the process and seek feedback on the project itself.



7

Name Miguel Angel Urbina Garcia Email

Title Preschool Transition to First Grade in Mexico: Preschool and Primary First Grade Teachers´ Perceptions

Gre

at

Wo

od

ho

use

Ro

om

10

.00

-11

.05

Se

ss

ion

2

Transition from preschool to first grade has been an interesting topic for many

researchers worried about the promotion of an adequate adaptation process for

children entering primary grades. This topic has been widely investigated by

worldwide researchers highlighting the importance of this process not only for

children, but for their families and teachers. Moreover, research have stated

both the negative and positive outcomes of this process in preschool and first

grade children`s development. This paper addresses a research preview’s

description whose main objective is to explore this process by investigating

community perceptions and practices in transition to first grade in both,

preschool and first grade in Mexican Schools. Two different questionnaires will

be implemented to a sample of 30 teachers from public schools in Mexico City

as well as interviews for Head teachers and families. A qualitative and

quantitative approach will be used to analyse the data obtained. Finally, the

results from this research will provide the opportunity to open a new transition

research field in Mexico that might have an important impact in supporting the

process in this community as well as to state the relevance of planning carefully

interventions during this process in National Educative System.

Name Simon Webster Email

Title Longitudinal Case Study Data Generation

St

Ge

org

e R

oo

m

10

.00

-11

.05

Se

ss

ion

1

This presentation will focus on the data generation process for a longitudinal

multiple-case study into ESOL teachers’ practical knowledge of teaching

speaking. The abductive approach employed for semi-structured interviews over

multiple data collection points will be described and examples of how the data

‘spoke’ and shaped successive data generation will be provided. It is hoped that

the presentation will be of interest to all those involved in longitudinal data

generation and its analysis.



8

Name Paul Colewood Email

Title Qualitative Data Analysis? Quite Demanding, Actually

St

Ge

org

e R

oo

m

10

.00

-11

.05

Se

ss

ion

2

Qualitative data analysis is the range of processes and procedures employed by

researchers to enable the qualitative data that has been collected to be shaped

into some form of explanation, understanding or interpretation of the people and

situations under investigation. There is no single or correct way to analyse and

present qualitative data, the guiding principle being ‘fitness for purpose’.

Purpose will determine the type of analysis performed on the data, which will in

turn inform the way in which the analysis is written up.

This presentation will use examples of interview data collected in a case study to

explore the process of manual data analysis. Among the key aspects to be

considered will be approaches to thematic analysis, the management and

organisation of data and the question of the interplay between analysis and

interpretation. The intention throughout is to provide a snapshot of a work in

progress rather than a completed piece of research.

Name Rebecca Warburton Email

Title Continuous and Discrete Knowledge: Analysing Trainee Secondary Teachers’ Mathematical Content Knowledge Change Through ‘Knowledge Maps’

Clo

be

rry

Ro

om

10

.00

-11

.05

Se

ss

ion

1

Shulman is renowned for shifting the focus of teacher knowledge research onto

content knowledge for teaching with the introduction of his categories of content

knowledge. Following Shulman, many researchers have defined further

categories of knowledge for teaching or refined his ideas (e.g. Deborah Ball and

colleagues). Many accept that there is a specialised knowledge of mathematics

for teaching. However, others argue that teaching is simply utilising

mathematical content and processes within a different (teaching) context,

rendering categories of knowledge types unnecessary (e.g. Anne Watson). Both

points of view are taken into account in the introduction of ‘continuous’ and

‘discrete’ knowledge – a proposed metaphor for how mathematical content

knowledge is held within teachers’ minds. Not only do these terms aim to

reconcile these seemingly opposing perspectives, but they take into account the

dynamic nature of knowledge, allowing it to be represented in the form of

‘knowledge maps’ for comparison over time. This session aims to discuss

participants' views of the affordances and constraints of the proposed metaphor

and representation for research into teachers’ mathematical content knowledge.



9

Name Helen Morris Email

Title ‘It’s still science but not like normal science’: girls’ responses to the teaching of socioscientific issues

Clo

be

rry

Ro

om

10

.00

-11

.05

Se

ss

ion

2

One approach that has been advocated as a move towards overturning

declining participation rates in the physical sciences amongst young people is

the inclusion of socioscientific issues in science lessons. Socioscientific issues

are controversial issues that involve the use of science and are of interest to

society. They raise ethical and moral dilemmas. Examples of such an issue

could include climate change, air pollution or genetic technology. Following a

science curriculum reform in 2006 in England for students aged 14-16,

socioscientific issues now have a heightened presence in science lessons.

Using the context of this reform, my study explores how girls are responding to

the teaching of socioscientific issues. This paper draws on the findings from 15

(all female) focus groups that were carried out in one school. It focuses on how

the girls responded to their science lessons and teases apart how they

differentiated between and talked about ‘typical’ science lessons that centred on

a scientific concept, and lessons that centred on a socioscientific issue.

Ultimately it shows how the girls’ perception of ‘science’ did largely not include

socioscientific issues which were considered to be not ‘proper’ science.

Responses to this idea, that socioscientific issues were not ‘proper’ science,

were both positive and negative.



10

Name Masauda El-aswed Email

Title Single-sex Islamic schools and parental choice: an investigation into Muslim parents motivations for choosing these schools.

Gre

at

Wo

od

ho

use

Ro

om

11

.25

-12

.15

Se

ss

ion

1

In recent years, Britain has witnessed an increase in the number of Islamic

schools, at primary and secondary levels. This phenomenon of religiously-based

schools is not new to British society; Christian and Jewish faith schools are well

and long established and widespread. More than half of Britain’s Muslims (52

per cent) are under the age of 25, compared to only 31 per cent within the

population as whole and about half a million Muslim children and young people

are currently educated in British schools. Currently there are more than 100

independent and eleven state-funded Muslim schools in Britain.

Some Muslim parents look for an Islamic school for their children; this study

seeks to find out why. What is it that they think is lacking in state school

education? What is it that they believe only an Islamic school can offer? Muslim

parents have many concerns about state schools. Some concerns are: identity

and belonging, discrimination, values and attitudes and learning about Islam

(McCreery, 2007). Furthermore, Haw (1998) summarizes the Muslim parents

concerns into four major areas namely: the failure of the state sector to present

an Islamic education, the issue of how a minority sustains the integrity of its

cultural identity, and the issue of parental contribution and everyday realistic

cultural issues. According to Halstead (1989), Muslim parents consider two

basic principles to be necessary for their children’s education. Firstly, access to

the opportunities provided by general education, which include living as full

British citizens, avoiding fear of discrimination and racism, competing in the

employment market, and enjoying the benefits of modern scientific progress.

Secondly, the protection of their individual Islamic belief and values which helps

them [Muslim children] to form their identity, and give them a rootedness as they

grow up in the Muslim community.



11

Name Irene Vanderpuye Email

Title Piloting Inclusive Education in Ghana: Parental Perception and Involvement

Gre

at

Wo

od

ho

use

Ro

om

11

.25

-12

.15

Se

ss

ion

2

In 2003, in response to the international agenda to educate children with Special

Educational Needs in inclusive settings (Mittler, 2002; Sebba & Ainscow, 1996),

Ghana began piloting inclusive education in 35 schools. Drawing on Epstein’s

(1995) and Hornby’s (2000) models of parental involvement three research tools

(two questionnaires and an interview schedule) were created and administered

to investigate the perception and involvement of parents in inclusive education in

Ghana. The participants were 560 parents and 35 head teachers sampled from

the pilot schools. All participants completed the questionnaire and 20 randomly

selected parents were interviewed. Descriptive statistics and ANOVA were used

to analyse the questionnaire data. The interview data was analysed

qualitatively. This analysis is currently still underway however preliminary

findings suggest that parents were knowledgeable about inclusive education and

perceived it to be beneficial. Furthermore, the parents were found to be involved

in inclusive education in a variety of ways. Head teachers perceived the parents

to be less involved in inclusive education, hence 73.5% of them rated parental

involvement as’ low’ .When complete, the results of the study will inform the

planning of the Ministry of Education, and help to formulate a model of parental

involvement suitable for the Ghanaian context.

Name Maha Saeed Halabi Email

Title Understanding Tutors’ Perception about the Distance Language Learning Program (DLLP) and its Role in the development of Learners’ Autonomy, An Empirical Study at King Abd-Alaziz University, Jeddah, Saudi Arabia

St

Ge

org

e R

oo

m

11

.25

-12

.15

Se

ss

ion

1

At King Abdalaziz University, Jeddah. The Distance Learning Deanship offers

many courses for distance learners all around the Kingdom. English language

learning (the focus of this study)is one of these on-line courses. This research

will initially find out how far tutors, who teach English language to distance

learners, are themselves aware /familiar with the concept of autonomy. It will

also explore the role of these tutors to promote their learners’ autonomy.

Furthermore, this study will provide the stallholders with a clear idea of the

problems and challenges which tutors face as they try to develop learners’

autonomy, and the suitable ways of solving these problems. Finally, I hope this

study will be of a great help for tutors, stakeholders, and specialists at the

Distance Learning programmes at King Abdalaziz University in specific and at all

other Saudi Universities in general.



12

Name Omeir Alenezi Email

Title Academic Staff Perceptions of the Management of Decision-Making Processes in the Education Faculties of King Saud University and the University of Leeds: Comparative Analysis

St

Ge

org

e R

oo

m

11

.25

-12

.15

Se

ss

ion

2

Decision making in higher educational institutions is critical for achieving the

universal goals of these institutions, particularly in terms of teaching and

research related decisions.

This study aims to investigate the participation of academic staff in teaching,

research, financial issues and administrative decision making in the Faculty of

Education at King Saud University and the School of Education at the University

of Leeds. In order to achieve the research objectives, I used the triangulation

approach which combines quantitative and qualitative research methods,

documentary analysis and observations. I analysed 96 questionnaires from the

two universities and conducted 18 in-depth interviews. The analysis focused on

the similarities and differences of the actual and desired level of participation in

decision making by academic staff at the both universities, with particular focus

on cultural traces.

The study found that the academic staff at the University of Leeds are more

likely to actively participate in teaching, research, financial issues and

administrative related decision making. Conversely, King Saud University

academic staff desire to be more involved in all areas of decision making.



13

Name Ahmad Lodhi Email

Title Data collection in A Pakistani Public University: Experiences and Challenges

Clo

be

rry

Ro

om

11

.25

-12

.15

Se

ss

ion

1

In this session, I will present my experiences and challenges that I faced during

data collection for the investigation of an institutional ‘research culture’. During

the fieldwork, I have contacted all the academics of two selected faculties - one

is research active other is relatively inactive - of a Pakistani public university for

a questionnaire survey and conducted face-to-face interviews of 26 academics

and administrators.

Name Rose Usoro

Email Title Educational decentralisation and its implications for teacher leadership in senior

secondary schools in Nigeria

Clo

be

rry

Ro

om

11

.25

-12

.15

Se

ss

ion

2

The Nigerian government in the recent education policy reforms has transferred

the decision making powers on the running of secondary schools to school level.

This decentralisation has led to the establishment of School Based Management

Committees (SBMC) in schools. Embedded in the policy on SBMC is the notion

of teacher leadership.

I report on the research project in which the perspectives of teachers from

different management levels were explored on their experiences and practices

of teacher leadership. The study is a qualitative multi-site case study design with

32 participants from three public senior secondary schools in Nigeria.

Questionnaire, interviews, observations and document analysis were used in

collecting the data. The preliminary findings point to a contradictory evidence.

Evidence supports the notion of teacher leadership and also shows that teacher

leadership is constrained. An attempt is made at explaining contradictory

evidence as well as considering the possible implications for teacher leadership

in Nigerian schools.



14

Name Ibrar Bhatt Email

Title Digital literacies and their layered multiplicity: a doctoral study

Gre

at

Wo

od

ho

use

Ro

om

13

.15

-14

.20

Se

ss

ion

1

This presentation outlines a proposed doctoral study which examines the nature

of the particular digital literacy practices that arise when adult learners are asked

to complete computer-based writing assignments for a course. My concerns

include how the learners’ digital literacy practices relate to their backgrounds,

aspirations, and their own social digital literacy practices, and how these in turn

relate to the digital demands of the programmes of study. This would include

questioning the relationship between everyday and classroom digital literacies

as dual or 'parallel'.

This work is grounded in the notion that the study of literacy events in

educational settings can be best explored ethnographically, as we

become sensitive to how a single literacy event is shaped by outside forces and

multiple contexts: the immediate classroom context, the context of learners’

everyday applications of digital literacy, the institutional context, and a global

one. A multicontextual and three-phased approach is therefore proposed,

allowing me to make learners’ literacy practices visible through a sensitivity of a

literacy event to its layered multiplicity of contexts.

In this presentation I will provide clarification of the concepts informing my

research, the proposed ethnographic methodology, and lessons learned from

pilot study activities so far. The results of my research will support the effective

development of digital literacies across the ‘in classroom/out of classroom’

divide, as well as question this binary distinction.



15

Name Richard Gresswell Email

Title Teacher Identity and Blogging

Gre

at

Wo

od

ho

use

Ro

om

13

.15

-14

.20

Se

ss

ion

2

This research investigates the blogging practices of five English language

teacher (ELT) bloggers. Of particular interest is the way the teachers craft their

online identities in relation to their blog readership and how this computer-

mediated communication (CMC) is afforded and constrained both verbally and

visually. Employing identity as a theoretical lens, this ethnography combines

linguistic analysis of the blog texts and semi-structured interviews with the

bloggers’ about their digital literacy practice. However, given the multimodal

nature of digital work, paralinguistic features such as the use of images are also

taken into account. The aims of this study are to better understand the teachers’

digital literacies in relation to their negotiation of identities in an increasingly fluid

world both professionally and technologically. It is considered that the findings of

this study will not only be informative with regards to CMC but also have

implications for the use of web-based learning environments in teacher

education.



16

Name Taha Rajab Email

Title Developing whole-class interactive teaching: the interaction patterns of Syrian EFL teachers

St

Ge

org

e R

oo

m

13

.15

-14

.20

Se

ss

ion

1

The present paper reports the findings of research on the interaction patterns of

English language teachers in 3 typical Syrian secondary schools at the

Governate of Homs in Syria. Along with the worldwide proliferation of

communicative pedagogical practices in the field of education, the Syrian

Ministry of Education (MOE) has recently introduced English for Starters, a new

CLT national curriculum that promotes high degrees of teacher-student

interaction. Given this, the present study set out to look at the extent at which

secondary school EFL Syrian teachers are using interactive whole-class

teaching approaches in their classrooms as advised by the Syrian MOE and the

guidelines of the newly adopted curriculum. Qualitative and quantitative data

obtained from systematic classroom observation, interviews and questionnaires

were triangulated to cross validate the findings. The preliminary analysis of the

video recordings of 6 secondary school English teachers shows that ELT in the

Syrian classroom is still based on heavily directive form of teaching dominated

by: rote learning, recitation, translation, code-switching and the transmission of

facts through teacher explanation. By and large, IRF is the dominant interaction

patterns inside the classroom. From a socio-cultural perspective, the teachers’

tight control of the ‘I’ move and the ‘R’ move deprived students from

opportunities to participate in the process of language knowledge co-

construction. In addition, there is an overwhelming predominance of teacher-

fronted explanations and question-answer exchanges. Achieving and/or

improving the quality in the practices of Syrian school teachers necessitate

training them to use interactive styles of teaching. Classroom talk has to be

transformed from recitation into dialogue so as to promote the co-construction of

knowledge between teachers and students.



17

Name Clare Wardman Email

Title Teachers’ views on provision of support for children with English as an Additional Language in UK primary schools

St

Ge

org

e R

oo

m

13

.15

-14

.20

Se

ss

ion

2

Studying issues connected to the precise nature of the provision of support for

children who have English as an Additional Language (EAL) is still a fairly new

endeavour in the UK. Policy decisions in the UK have tended to, and continue

to, draw on well-known international studies despite issues such as the diversity

of the UK population leading to particular challenges that probably necessitate a

different approach.

This session will comprise a brief review of the research literature, focusing

particularly on bilingual education and of the socio-cultural aspects of being a

language learner in a mainstream classroom. Some of the findings from my

2011 study into current practice in primary schools across northern England will

then be presented. This study forms the initial stages of my PhD research.

Finally, implications for policy-makers, local authorities, teachers and support

staff as well as for the remaining parts of my PhD will be discussed.

Name Rachael Sharpe

Email Title Secondary school students’ attitudes to school practical work in biology,

chemistry and physics in England

Clo

be

rry

Ro

om

13

.15

-14

.20

Se

ss

ion

1

This presentation will examine the attitudes of secondary school students to

school practical work in biology, chemistry and physics lessons between Year 7

(aged 11) and Year 10 (aged 15) inclusive, in England. The presentation will

discuss how previous studies have looking into students’ attitudes to science but

have not probed further into their attitudes to practical work in science. The

research methodology, which uses a mixed methods approach, will be

discussed: this involves the development of a survey instrument, observations

with semi-structured interviews of practical work lessons and focus groups with

students. The presentation will discuss the designing and implementation of

three survey instruments (biology, chemistry and physics) which drew on a

phenomenological approach. The presentation will also discuss the findings and

conclusions that can be drawn about students’ attitudes to practical work in

schools and how these attitudes differ between the three science (biology,

chemistry and physics) and between the Year groups.



18

Name Shaista Shirazi Email

Title Student experience of school science and its relationship to post-16 science take-up

Clo

be

rry

Ro

om

13

.15

-14

.20

Se

ss

ion

2

This study investigates the experiences of school science of post-16 students in

England and its relationship to take-up of science in post-16 education. The

empirical work is a two-phased mixed methods approach consisting of survey

questionnaires and interviews in which students aged 16-17 detail aspects of

their experience of secondary school science and the effect of different school

factors on their choice to take science or not further on.

Results show that students who choose to take science post-16 have had a

more positive experience of school science whereas students who do not want

to continue with school science have a less positive experience of school

science. A large number of students choosing to take science have been sure of

their decision to take science from an early age and it is usually their exam

results that are the deciding factor whether they take science or not post-16.

Students choosing not to take science are more likely to leave their science-

taking decisions until later in school and are more likely to be influenced by

school factors such as teachers and science content taught.



19

Key Note Speaker

Name Professor Jerry Wellington

Email [email protected] Title What is a ‘Doctorate’ and What Makes a ‘Good’ Doctoral Thesis? – Varying

Perspectives

Gre

at

Wo

od

ho

use

Ro

om

14

.40

This session will use presentation and discussion to explore the idea of what it

means to be working at ‘doctoral level’ and how examiners actually assess a

student’s doctoral thesis both in its written form and during the oral examination

(the viva voce).

Can this be made explicit or is ‘doctorateness’ something which is tacit and ‘in

the eye of the beholder’? What do different University regulations state about

the requirements of a doctorate and how are these ‘translated’ into practice?

The session will draw on work which Jerry Wellington has recently published on

doctoral education in journals and books



20

Attendees

1. Abdullah Alnutaifi

2. Ahmad Lodhi

3. Aijan Sharshenova

4. Aleksandra Szweda

5. Alice Deignan

6. Amira Al-Shabibi

7. Arthur Galamba

8. Badr Alsaadoun

9. Chris Kyriacou

10.Chung Gilliland

11.Clare Wardman

12.David Brining

13.Eisa AlKandari

14.Emma Gillen

15.Fadhel Abdullah

16.Lin Zhu

17.Gary Chambers

18.Hashil Al-Sadi

19.Helen Morris

20.Hortensia Morón

21. Ibrar Bhatt

22. Ibtissam Al-Farah

23. Ioanna Katsikopoulou

24.Ioanna Papapoulia

25.Irene Vanderpuye

26.Jackie Salter

27.James Simpson

28.Jawaher Alwedinani

29.Jim Donnelly

30.Joanny Chen

31.John Monaghan

32.Katie Gathercole

33.Kwengnam Kim

34.Kyung-Min Nam

35.Maggie McPherson

36.Maha Saeed Halabi

37.Maria Rapti

38.Mary Chambers

39.Masauda El-aswed

40.Matt Homer

41.Michael Wilson

42.Miguel Angel Urbina Garcia

43.Mingzhu Yuan

44.Moftah Mohamed

45.Mohammed Al-Alawi

46.Mohammed Albanyan

47.Mohaned Abed

48.Moses Odongo

49.Muhammad Asif

50.Muhammad Islam

51.NItchaya Boonma

52.Noorallah Qaranjik

53.Omeir Alenezi

54.Paul Colewood

55.Paula Clarke

56.Phuong Anh Nguyen

57.Rachael Sharpe

58.Rafael Mitchell

59.Rasha Alaudan

60.Rebecca Warburton

61.Richard Gresswell

62.Rose Usoro

63.Rowena Hanan

64.Shaista Shirazi

65.Shanna Saubert

66.Simon Borg

67.Simon Webster

68.Sudha Raghavan

69.Susan Long

70.Taha Rajab

71.Vicky McQuillan

72.Ying Liu

73.Zekiye Morkoyunlu

74.Zennifer Oberio



21

Conference Evaluation

*Required Please detach this from the booklet and hand it in at the end of the day

Name: Email: Student/Staff*

Did the conference meet your expectations?*

What was the most useful aspect of the event?*

How could we improve the conference in the future?*

Developing Whole-Class Interactive Teaching

Documents

Transcript of Developing Whole-Class Interactive Teaching