Events archive

Reading recovery: investigating differential effects on the literacy development of young children for whom English is an additional language in comparison to their native speaking peers.

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05 June 2013 17:00 - 18:00
Seminar Room K/L

This is a joint seminar co-convened by FELL and the Applied Linguistics Research Group Conveners: Professor Kathy Sylva, FELL and Professor Ernesto Macaro, Applied Linguistics Research Group

Demonstration of the ‘Concepts About Print’ measure for 5 year olds

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29 May 2013 17:00 - 18:00
Seminar Room K/L

This is a joint seminar co-convened by FELL and the Applied Linguistics Research Group Conveners: Professor Kathy Sylva, FELL and Professor Ernesto Macaro, Applied Linguistics Research Group

Children Learning/FELL Seminar

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27 February 2013 17:00 - 18:30
Seminar Room D

Conveners: Professor Terezinha Nunes, Children Learning Research Group and Professor Kathy Sylva, Families, Effective Learning and Literacy (FELL) Research Group

Children Learning/FELL Seminar

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13 February 2013 17:00 - 18:30
Seminar Room D

Conveners: Professor Terezinha Nunes, Children Learning Research Group and Professor Kathy Sylva, Families, Effective Learning and Literacy (FELL) Research Group

Former FELL interns return to present their research projects

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05 December 2012 17:00 - 18:30
Seminar Room K/L

Conveners: Professor Kathy Sylva Families Effective Learning and Literacy Research Group (FELL) and Professor Terezinha Nunes Children Learning Research Group

Promoting resilience for young children of mothers with depression

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28 November 2012 17:00 - 18:30
Seminar Room G/H

Conveners: Professor Kathy Sylva Families Effective Learning and Literacy Research Group (FELL) and Professor Terezinha Nunes Children Learning Research Group

The power of pre-school: evidence from the Effective Pre-school, Primary and Secondary Education (EPPSE) project (1997-2013)

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14 November 2012 17:00 - 18:30
Seminar Room G/H

Conveners: Professor Kathy Sylva Families Effective Learning and Literacy Research Group (FELL) and Professor Terezinha Nunes Children Learning Research Group Abstract The Effective Pre-school, Primary and Secondary Education (EPPSE 1997 -2013) project was Europe’s largest study looking at the short, medium and long term impact of pre-school on children’s academic and social-behavioural development. The study began in 1997 and has followed the same group of children from age 3+. Half of the sample are now over the age of 16 and have completed compulsory schooling. As well as studying pre-schooling, EPPSE has also investigated the influences of a child’s background characteristics including their family, home learning environment, primary and secondary school on their development. EPPSE is a mixed methods study that combines both quantitative and qualitative research. This session will examine the strength of mixed-methods research in answering complex research questions. It will describe the background to the study, methodology, how we measured ‘quality’, the impact of pre-school and studying effective pedagogy. This session aims to introduce you to:

  • The main design and methodology of longitudinal research as exemplified by EPPSE
  • What impacts on children’s academic and social-behavioural outcomes at different time points
  • How we measured ‘quality’ and the impact of pre-school
  • How we studied ‘effective’ pedagogy

Improving quality in the early years: a comparison of measures and perspectives

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07 November 2012 17:00 - 18:30
Seminar Room G/H

Conveners: Professor Kathy Sylva Families Effective Learning and Literacy Research Group (FELL) and Professor Terezinha Nunes Children Learning Research Group Details to be confirmed

Factors which influence deaf children's mathematical achievement

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31 October 2012 17:00 - 18:30
Seminar Room G/H

Conveners: Professor Kathy Sylva Families Effective Learning and Literacy Research Group (FELL) and Professor Terezinha Nunes Children Learning Research Group

Children Learning/FELL student presentations

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24 October 2012 17:00 - 18:30
Seminar Room G/H

Conveners: Professor Kathy Sylva Families Effective Learning and Literacy Research Group (FELL) and Professor Terezinha Nunes Children Learning Research Group Philea Chim: ‘The contribution of oral reading fluency on reading comprehension‘ Akhila Pydah: TBC

Do deaf children exhibit imagination in their writing?

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17 October 2012 17:00 - 18:30
Seminar Room G/H

Conveners: Professor Kathy Sylva Families Effective Learning and Literacy Research Group (FELL) and Professor Terezinha Nunes Children Learning Research Group

Teaching probability and problem solving in primary school

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26 September 2012 10:00 - 15:30

A one-day workshop organised by the Children Learning Research Group in co-operation with the Nuffield Foundation. The workship is free but space is limited. Register early by sending an email to deborah.evans@education.ox.ac.uk Further details can be found in the attached poster

The linear imperative: looking back on a decade of research on students’ inappropriate use of proportions (Public Seminar)

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28 May 2012 17:00 - 18:30
Seminar Room A

Convener: Professor Terezinha Nunes Children Learning Research Group Abstract Looking back at my trajectory in mathematics education research, I noticed that I nearly always investigated students of various ages blatantly making mistakes to problems for which they possess all required domain specific knowledge. I will take the inappropriate use of linearity as an example, and present studies in the domains of word problems, geometry, probability, statistics, ... The findings will clarify that in order to fully understand the over-use of linearity, one needs to recur to a variety of theoretical and methodological approaches. A cognitive-psychological focus unavoidably needs to be complemented by considering the setting in which the mistake took place, and by a thorough understanding of the mathematical concepts involved.

Parental mental health/illness and children's well being: the role of the school

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25 April 2012 12:30 - 14:00
Seminar Room K/L

Conveners: Professor Kathy Sylva and Professor Terezinha Nunes FELL/Children Learning Research Groups

Children's spontaneous focusing on mathematical aspects

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07 March 2012 17:00 - 18:30
Seminar Room K/L

Conveners: Professor Terezinha Nunes and Professor Kathy Sylva FELL and Children Learning Research Groups

Working memory and executive functioning in children with specific language impairment

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29 February 2012 17:00 - 18:30
Seminar Room A

Conveners: Professor Terezinha Nunes and Professor Kathy Sylva Children Learning and FELL Research Groups

Educational support for students with special needs in Catalonia

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22 February 2012 17:00 - 18:30
Seminar Room A

Conveners: Professor Terezinha Nunes and Professor Kathy Sylva Children Learning and FELL Research Groups

Politics, policy and social science: learning from Sure Start

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15 February 2012 17:00 - 18:30
Seminar Room A

Conveners: Professor Terezinha Nunes and Professor Kathy Sylva Children Learning and FELL Research Groups Abstract The story of Sure Start is an ideal case study, not just on how to deliver services for young children, but also about the policy-making process and how a new government was determined not only to make new policies, but to make policies in new ways. In Providing a Sure Start, Naomi Eisenstadt, the first director of Sure Start, has written a candid account of the development of Sure Start, from the findings from the Comprehensive Review on Services for Young Children published in 1998, through to the decisions that created a national network of children’s centres. This seminar will explain the key debates and questions explored in the book: how much the design of the programme was determined by political will or evidence of best practice; how was the evaluation commissioned, and how did the results of the evaluation shape the future of the programme; why was the ‘employability agenda’ so contentious among ministers and local providers. The seminar will also describe what we have learned from Sure Start, and what has been achieved. Informed by interviews with all the key ministers involved in Sure Start over its first ten years, the book and the seminar should help academics understand the policy-making process, thereby enabling them to develop research that has real impact on future policy on young children.

An intrapersonal (situation-specific) approach to learning: primary school students’ learning experiences during one week

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08 February 2012 17:00 - 18:30
Seminar Room A

Conveners: Professor Terezinha Nunes and Professor Kathy Sylva Children Learning and FELL Research Groups

Predicting first graders’ literacy in Kuwait

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01 February 2012 17:00 - 18:30
Seminar Room A

Conveners: Professor Terezinha Nunes and Professor Kathy Sylva Children Learning and FELL Research Groups

Improving children's working memory through interventions: results with hearing and deaf children

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25 January 2012 17:00 - 18:30
Seminar Room A

Conveners: Professor Terezinha Nunes and Professor Kathy Sylva Children Learning and FELL Research Groups

Former FELL/Children Learning psychology interns return to present their dissertations

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07 December 2011 17:30 - 19:00
Seminar Room K/L

Conveners: Professor Kathy Sylva and Professor Terezinha Nunes Drinks and mince pies will be served!

Spelling development in Greek: stages and children's strategies

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30 November 2011 17:00 - 18:30
Seminar Room A

Conveners: Professor Kathy Sylva and Professor Terezinha Nunes

Exploring the effects of preschool education on ‘learning how to learn’: value added or ‘progress’ longitudinal models

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23 November 2011 17:00 - 18:30
Seminar Room G/H

Conveners: Professor Kathy Sylva and Professor Terezinha Nunes

Narrowing the gap: early interventions for children and families

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09 November 2011 17:00 - 18:30
Seminar Room A

Conveners: Professor Kathy Sylva and Professor Terezinha Nunes

Changing the subject: some fundamental roles for technology in learning (Public Seminar)

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07 November 2011 17:00 - 18:30
Seminar Room A

Convener: Professor Terezinha Nunes Child Learning Abstract In this seminar, I intend to talk at two levels on a single theme: how technology can transform knowledge from both a cognitive and epistemological viewpoint. The first level concerns the results of a recent ESRC/EPSRC project, which tackled the problem of designing and building a computer-based system for teaching secondary school students about mathematical generalisation. I will focus particularly on the collaborative work that was enabled by the system, and some preliminary findings that provide insight into its role in reshaping collaborative interactions. At a second level, I will outline some more general points concerning technology-enhanced learning, drawing on recent studies of my own, and results from the Technology Enhanced Learning research programme (tel.ac.uk).

Self-concept: A Methodological-Substantive Research Programme Spanning 30 Years

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02 November 2011 17:00 - 18:30
Seminar Room A

Conveners: Professor Kathy Sylva and Professor Terezinha Nunes Abstract My self-concept research programme represents a substantive-quantitative synergy, applying and developing new quantitative approaches to better address substantive issues with important policy implications. Self-concept enhancement is a major goal in many fields including education, child development, health, sport/exercise sciences, social services, organisational settings, and management. Self-concept is a multidimensional hierarchical construct with highly differentiated components such as academic, social, physical and emotional self-concepts in addition to a global self-concept component. Self-concept is also an important mediating factor that facilitates the attainment of other desirable outcomes. In education, for example, a positive academic self-concept is both a highly desirable goal and a means of facilitating subsequent academic accomplishments. However, the benefits of feeling positively about oneself in relation to choice, planning, persistence and subsequent accomplishments, transcend traditional disciplinary and cultural barriers. My purpose here is to provide an overview of my self-concept research in which I address diverse theoretical and methodological issues with practical implications for research, policy and practice such as: • Does a positive self-concept ‘cause’ better school performance or is it the other way around? • Why do self-concepts decline for: O gifted students who attend selective schools? O learning disabled students in regular classrooms? • Are multiple dimensions of self-concept more distinct than multiple intelligences? • Why do people think of themselves as ‘math’ persons or ‘verbal’ persons? • Can children as young as 5 or 6 distinguish between multiple dimensions of self-concept? • How different are the self-concepts of bullies and victims? • Does a positive physical self-concept lead to health-related physical activity? • Do self-concept models hold up cross-nationally and cross-culturally? • How do self-concepts of elite swimmers from 30 countries contribute to winning gold medals? • How did the fall of the Berlin Wall and the resumption of Chinese control of Hong Kong influence self-concepts?

Parenting interventions: effective for preventing problem behaviour and improving child well being? (Public Seminar)

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31 October 2011 17:00 - 18:30
Seminar Room A

Convener: Professor Kathy Sylva FELL Abstract This talk will examine the evidence base for the effectiveness of early parenting programmes, addressing the following questions: To what extent are they effective for improving children’s behaviour problems? Do they help to improve other outcomes for children? For what kinds of families and children are they effective, and in what contexts? To what extent are they effective in 'real world' service settings, and with disadvantaged and marginalised populations? Can this evidence be ‘transported’ across countries and cultures? The talk will draw on Professor Gardner’s experience of conducting randomised controlled trials of parenting interventions in various service contexts in England, Wales and the USA, and her systematic reviews, as well as literature from other parts of the world.

Diversity in number development in primary school: more than a matter of fact

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26 October 2011 17:00 - 18:30
Seminar Room A

Conveners: Professor Kathy Sylva and Professor Terezinha Nunes Abstract The association between simple number fact knowledge and success in primary school mathematics is well established but not understood. It might reflect the fundamental importance of fact knowledge for arithmetical progress. It could be due to the dependence of both fact knowledge and mathematics achievement on understanding of number properties and principles. Another possibility is that it reflects covariation with social and psychological characteristics. In our ESRC-funded project we tracked over 250 Year 3 children for a year to examine what predicts gains in fact knowledge and what explains the relation between fact knowledge and math achievement.

Read and write together: investigating the effects of the Forward Together Programme on senior infant (KS1) children's literacy levels in Ireland

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19 October 2011 17:30 - 18:30
Seminar Room A

Conveners: Professor Kathy Sylva and Professor Terezinha Nunes

Seminar/workshop on a psychological research instrument for assessing self-regulation in children

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01 June 2011 17:00 - 18:30
Seminar Room K/L

Convener: Professor Kathy Sylva and Professor Terezinha Nunes

"Vortex": a social documentary feature film showing the lives of families in a Roma community in North-East Hungary over a 6 month period

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09 March 2011 17:00 - 18:30
Seminar Room A

Conveners: Terezinha Nunes and Kathy Sylva

What children understand and misunderstand about chance and probability

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02 March 2011 17:00 - 18:30
Seminar Room A

Conveners: Terezinha Nunes and Kathy Sylva

Childhood disadvantage and outcomes for the Millennium Cohort Study children at age 7

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23 February 2011 17:00 - 18:30
Seminar Room K/L

Conveners: Terezinha Nunes and Kathy Sylva

Models of bi-lingual education in Europe

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16 February 2011 17:00 - 18:30
Seminar Room A

Conveners: Terezinha Nunes and Kathy Sylva

Early Years Learning and Development: recent findings from a literature review

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09 February 2011 17:00 - 18:30
Seminar Room A

Conveners: Terezinha Nunes and Kathy Sylva

Young deaf and hearing children's understanding of the inverse relation between quotient and divisor: first results

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02 February 2011 17:00 - 18:30
Seminar Room A

Conveners: Terezinha Nunes and Kathy Sylva

Predicting deaf children's mathematical achievement

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26 January 2011 17:00 - 18:30
Seminar Room A

Conveners: Terezinha Nunes and Kathy Sylva

Presentations by former MSc Child Development students

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17 November 2010 17:00 - 18:30
Seminar Room A

The relationship between maternal vocalisations with 10-month old infants and child language scores at 36 months Speaker: Qing Xie Chinese children's morphological awareness in English and Chinese Speaker: Tinya Yu

Attention problems in 6-year-old boys and girls: differentiating the impacts of being born premature vs. Small for Gestational Age

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10 November 2010 17:00 - 18:30
Seminar Room A

Speaker:James Hall, Department of Education, University of Oxford