Cass School of Education and Communities Research Conference
Conference featuring a range of panel discussions and a roundtable on TEF and REF
Introduction, 1.15 pm, ED2.01
Welcome Address: Professor John Preston (Research Leader)
Individual panel sessions, 1.30-3pm
Panel I: Teaching, learning & careers, ED.2.01
Carrie Weston , (‘lecture capture’ video session), Getting there by degrees: the HE motivations and aspirations of young east Londoners
Miranda Matthews, The Conflicted Other of policy making: focusing on policy for art and design education, with Sartre as a theoretical lens
Anna Chapman, What role does distributed leadership play in supporting extended learning activities? A qualitative, interpretative investigation through the lens of activity theory
Panel II: Participatory radio & at-risk youth, ED.2.02
Andrew Ravenscroft, Participatory radio as an educational and psychosocial intervention with ‘at-risk youth’
Tom Gerken, Radio Active101 and addiction: A pilot study investigating participatory radio as a tool to improve psychosocial dimensions of at-risk youth
Colin Rainey, RadioActive101 in action: "change dialogue" extracts from the archive
Panel III: Innovative methodologies, ED.2.04
John Clarke, "I don't 'believe' it!": Using elementary statistical methods, rather than 'belief', in understanding the results of quantitative research.
Chris Dalladay, Teacher biography and its impact on teaching practice. A study into music teacher biography; how its findings might apply to other subjects
David Bara, A teenager's story of living with cancer: The personal, social, emotional and educational challenges they faced
Coffee, ED2.01 3.00-3.30 pm.
Roundtable Discussion, ED4.03, 3.30-5.00 pm
TEF and REF: What are the Effects on Teachers, Researchers, Students and Higher Education?
The Teaching Excellence Framework, which follows in the footsteps of the Research Excellence Framework, may be the largest shift in the national framework for Higher Education in England for a generation. The HE White Paper is about transforming a largely publicly funded system to one focused on students and teaching, and promoting competition. It’s been suggested that the TEF will drive up teaching standards, increase productivity and transparency and raise standards, as well as boosting social mobility, creating a fairer field for suppliers, and reducing complexity in funding. Critics argue that all metrics, and these in particular, are open to manipulation, and furthermore that the TEF does not actually measure what it is supposed to. It is also argued that it is expensive, bureaucratised and top-down, and alienates teachers and learners from one another. It will lead to a concentration of funding at rich universities, and may be used as a premise to remove fee caps entirely. What is really important – teaching quality – may be displaced with metrics. This panel will explore arguments for and against the TEF, in the context of experience with the REF, and the effects of these metrics on those working in Higher Education, as well as the quality of the system itself.
Professor Miriam David (UCL Institute of Education)
Dr. Andrew Gunn (University of Leeds)
Dr Heather Mendick (Freelance social researcher & Alternative Academia Network founder & convenor)
Professor Sir Peter Scott (UCL Institute of Education)
To reserve a place at the research conference, please contact Diane Sharrier at email@example.com or Terri Kim at firstname.lastname@example.org.
Wednesday, 6 July 2016
University of East London, Stratford campusSee map