Seminars and Events

All events are held at 15 Norham Gardens, Oxford OX2 6PY unless otherwise stated.

All are welcome to those indicated as ‘public seminars’ in parentheses after the title. These are held on Monday evenings and there is no need to book. If you are coming from outside the Department and would like to attend any of the other seminars or events, please contact the convener(s) beforehand.
Click on the title of the event for further information.

Students’ Perceptions of Democracy, Politics, and Citizenship Preparation in Upper Secondary Social studies

22 March 2018 15:30 - 17:00
Seminar Room D

Speaker: Nora Elise Hesby Mathe Department of Teacher Education and School Research, University of Oslo, Norway

Convener: Dr Ian Thompson

Abstract: In this project, I have investigated how 16 – 17-year-old students enrolled in the obligatory subject social studies in Norwegian Upper Secondary school perceive and relate to the concepts of ‘democracy’ and ‘politics’, and how they view the role of social studies in terms of preparing them for citizenship. This is a mixed methods study, utilising individual and group interviews, as well as a quantitative survey. In this presentation, I will focus on the second sub-study, namely students’ perceptions of the concept of politics and their conceptions of the relationship between people and politics. This study has implications for citizenship education, particularly in view of research from the UK and other Western democracies raising concern about young people’s levels of political interest and participation.

Teachers as Writers: research and implications for the classroom

24 April 2018 16:30 -
Seminar Room D

Speakers: Professor Teresa Cremin (Open University) and Becky Swain (Arvon)

A review of current evidence on promising educational approaches which are likely to improve the attainment and progression of low-SES students in science education

11 May 2018 11:30 - 13:00
Seminar Room G

Speaker: Dr Judith Hillier

Convener: Professor Gabriel Stylianides

Abstract: This talk will present key findings from a systematic and rigorous review of the research literature recently conducted to gather and evaluate the evidence for promising educational approaches which are likely to improve the attainment and progression of low-SES students in science education. The evidence reviewed suggests that interventions designed to support the development of students’  scientific reasoning, their literacy skills and their metacognitive skills can have beneficial effects, provided certain conditions are met, and that technology may make a positive contribution. There is also evidence to show the benefits of interventions designed from a socio-cultural perspective, and these can be categorised as follows: 1. Bringing students into a science ‘place’ e.g. university laboratories or a science museum 2. Bringing scientists or extra-curricular science activities into schools 3. Developing teachers’ understanding of students’ perspectives The implications of these findings for teachers, teacher educators  and policy makers will be discussed.

Early Career Teachers’ Professional Development Conference 2018

23 June 2018 09:00 - 16:30
Seminar Room A