Education Streams

 
Date
Streams/Panels organized as part of the
21stAnnual International Conference on Education, 20-23 May 2019, Athens, Greece, Athens, Greece
Abstract Submission Information
1
20-23 May 2019
Collaborative Approaches to Teacher Development: Co-teaching, Coaching & Mentoring
Stream Leader:
Dr. Toni Strieker, Professor, Department of Secondary and Middle Grades Education, KSU – Kennesaw State University, USA.

For the purpose of the panel discussion, Collaborative Approaches to Teacher Development are defined as those that continuously support job-embedded professional learning that is situated and formed through cycles of goal-setting, observation, feedback and reflection with expert mentors. During the early career phase of teacher development, (i.e., pre-service education and induction) the individual assumes a problem or goal perspective to self-direct and self-regulate his or her own professional learning. The mentors employ several collaborative approaches to assist the fellow in specifying the goals, developing a plan of action, self-monitoring progress, and reflecting on practice. The immediate desired outcomes are twofold. First, we seek to enhance the teaching and learning for the preservice teacher or inductee and his or her students. Second, we provide support for the preservice teacher or inductee in becoming a self-directed, self-regulated, lifelong professional.
Deadline: 22 October 2018
Abstract Submitting Form
2
20-23 May 2019
Educational Leadership
Stream Leader:
Dr. Denver J. Fowler, Assistant Professor, Educational Leadership and Policy Studies, California State University, Sacramento, USA.

The aim of the panel is to bring together academics and researchers related to Educational Leadership.
Deadline: 22 October 2018
Abstract Submitting Form
3
20-23 May 2019
Strategy Instruction in Writing: Instruction, Motivation, and Professional Development
Stream Leader:
Dr. Zoi Apostolia Philippakos, Editor, Athens Journal of Education, ATINER & Assistant Professor, University of Tennessee, Knoxville, USA.

Strategy instruction is an evidence-based approach that supports the writing performance of young learners and adolescents. Studies that employ strategy instruction provide explicit instruction on discourse elements for planning, writing, evaluating to revise, and editing. The core features of strategy instruction, whether in reading or writing, include explicit explanation and think-aloud modeling, collaborative and guided practice, and gradual release of responsibility as students become independent. “How to support student independence” involves research on self-regulation, or a student’s ability to successfully manage behavior, motivation, and environment. Thus, strategy instruction that addresses self-regulation supports learners to manage the writing tasks and demands of good writing. Overall, instruction on what writing is, what good writing looks like, and how it can be achieved affects students’ self-efficacy and motivation to write. Teachers need access to evidence-based practices and effective professional development to effectively apply strategy instruction lessons and teach them with fidelity. The purpose of the panel is to discuss research findings of intervention studies that address strategy instruction in writing with students in grades K-12 or adolescents (e.g., Community college students). The panel will also address motivation and professional development as this relates to strategy instruction. Research implications and implications for practice will be further discussed.
Deadline: 22 October 2018
Abstract Submitting Form
4
20-23 May 2019
Contemplative Education
Stream Leader:
Dr. Patricia Morgan, Research Associate, The University of New South Wales (UNSW), Australia.

Contemplative Education, the topic of this stream, is a form of holistic education in which contemplative practices, philosophies and orientations are integrated into any educational setting to enhance learning by supporting the development of the whole student, teacher and educational institution. Contemplative Education does this by enabling students and educators to engage their first-person, subjective experience, their second-person or intersubjective experience and their third-person, objective or cognitive understanding and analysis. The heightened self-awareness developed through contemplative practices also supports social and emotional learning, prosociality, compassion competence and emotional intelligence. There are many ways that contemplative practice and theory is incorporated in educational settings, including the remedial, such as using a simple breath exercise to help students relax and orient their focus on class content, the exploration of physiological, psychological, philosophical and religious foundations of the practices, and the creation of contemplative orientations in a classroom or across an entire institution. Overall, as outlined by Robert Roeser and Stephen Peck, Contemplative Education is a “set of pedagogical practices designed to cultivate the potentials of mindful awareness and volition in an ethical-relational context in which the values of personal growth, learning, moral living and caring for others are also nurtured” (Roeser & Peck 2009, p. 127). This panel explores aspects of contemplative education from theory to pedagogy and individual change to social transformation potentials.
Deadline: 22 October 2018
Abstract Submitting Form
6
20-23 May 2019
Indigenous Language Learning Through Theatre
Panel Organizer:
Dr. Kirsten Sadeghi-Yekta, Assistant Professor, Theatre Department, University of Victoria, Canada.

In the last two centuries, colonization ravaged many groups, and in this century the economic pressures of globalization are causing many groups to shift to a language with national or international status. The dire prediction is that 90% of the world’s 7000 languages will cease to exist by 2100. The decline and death of languages is an important global issue. From the point of view of the indigenous speakers, languages are important because they embody cultural heritage, they encode knowledge about the relationship between people and nature, and they provide a framework that defines an individual within a family or society. Thus, a high priority has been placed on the preservation of indigenous languages through ongoing research and language teaching. Already, important community-based work has been done in reversing language loss, but there is an urgency to accelerate the work as the Elders and fluent speakers are passing on. This panel will focus on how to support the cross-generational transfer of the Indigenous language and culture through the medium of theatre. We will look at alternative ways of language learning such as how to workshop indigenous stories into plays, perform them, and teach others how to make and perform plays. This panel is in particular of interest for professionals in the field of Education, Indigenous studies, Linguistics and Theatre.
Deadline: 21 January 2019
Abstract Submitting Form