Programme
31rd of March 2017 9am - 6pm
- 8:30-09:00 : registration and welcoming coffee/tea
- 09:00-09:15: introduction to the seminar
- 09:15-10:30 : Chris Brown
- 10:30-10:45 : break
- 10:45-12:00 : Georgetta Ion
- 12:00-13:30 : lunch break
- 13:30-14:30 : François Taddei
- 14:30-15:45 : Sølvi Lillejord
- 15:45-16:00 : break
- 16:00-17:15 : Tim Cain
The programme :
Chris Brown
New tools for an old problem: how might we achieve evidence informed practice in education?
Notes on contributor
Dr. Chris Brown is a Senior Lecturer (Associate
Professor) at UCL Institute of Education (London Centre for Leadership in
Learning)
Chris has extensive experience of leading a range of funded projects, many of
which seek to help practitioners to identify and scale up best practice, and
was recently awarded a significant grant by the Education Endowment Foundation
to work with 100+ primary schools in England to increase their use of research.
Other projects include an evaluation of England’s progress towards an evidence
informed school system (funded by England’s Department for Education).
In 2015 Chris was awarded the American Educational Research Association
‘Emerging Scholar’ award (Education Change SIG). The award is presented to an
individual who, within the first eight years of the career of an educational
scholar, has demonstrated a strong record of original and significant
scholarship related to educational change. Chris was also been awarded the
2016 AERA Excellence in Research to practice award and the
UCEA Jeffrey V. Bennett Outstanding International Research award.
Intervention
Georgeta Ion
The academics perception about the factors influencing the use of research in educational policy and practice
Notes on contributor
Georgeta Ion is PhD in Education by the University of Barcelona. She is currently working for the Universitat Autónoma de Barcelona, as associate professor. She conducts research on research management at university level and research based policy and practice in education. She is also involved in national and international projects. Since 2016 is convenor of the Network 22 Research in Higher Education at the European Educational research association (EERA).
The research presented in this paper is conducted at the Centre for Development and Training in Higher Education of the University of Bucharest and it is funded by the Romanian National Authority for Scientific Research and Innovation, CNCS – UEFISCDI, project number PN-II-RU-TE-2014-4-1605. Project web page: http://impact2research.com/Intervention
Intervention
François Taddei
Co-founder and director of the CRI, the Center for Research and Interdisciplinarity, he learned his Ph.D (Environment and controls of genetic variability in Escherichia coli)
at University Paris XI, Orsay in 1995, and went through postdoctoral
training with John Maynard-Smith modeling the evolution of mutation rate
before receiving his Habilitation to Direct Research (‘H.D.R’. – French Diploma) in 1999 from University Paris XI (Maintaining the integrity of the genome and of its expression, medical and evolutionary implications). François Taddei
was commissioned by Najat Vallaud-Belkacem for a mission dedicated to
pedagogical innovation on September 26, 2016. The objective, according
to the minister, is to devise a strategic plan likely to initiate a
change of era and scale for research and development for education.
Intervetion
Sølvi Lillejord
Evidence and education – oil on water?
Notes on contributor
Sølvi Lillejord is the Director of the Knowledge Centre for Education at the Research Council of Norway and Honorary Research Fellow at the Department of Education, University of Oxford
Intervention
Tim Cain
The conceptual use of research by Secondary school teachers in England
Notes on contributor
Tim Cain is Professor in Education at Edge Hill University. He directs the research centre for Schools, Colleges and Teacher Education (SCaTE) and teaches research methods on undergraduate and postgraduate programmes. Professor Cain conducts research into how teachers, particularly in schools, use research findings and collaborative research methods to develop their practice.
