Teacher

Seminar series

Centre for Educational Research

CERES seminar series 2017-18

18 October 12:00-1:00pm

Victoria Brennan
Doctoral student,
School of Education,
LJMU

Roundtable session: Getting published for the first time International science outreach initiatives and their delivery within the classroom: A review

13 November 1:00-2:00pm

Dr Gillian Peiser
School of Education, LJMU
Rachel Jackson
Doctoral student, School of Education, LJMU

The role of the teacher mentor in an increasingly school-led ITE system (Dr Gillian Peiser) Influences on student teachers' research engagement in ITE (Rachel Jackson)

22 November 12:00-1:00pm

Prof Rob Klassen
Department of Education,
University of York

Is ‘good teaching’ universal? Cultural influences on the desired non-cognitive attributes of prospective teachers in four countries

13 December 12:00-1:00pm

Dr Craig Hammond
School of Education, LJMU

Consuming Higher Education: is there a future for Freedom, Creativity and Criticality?

15 January 12:00-1:00pm

Rachel Jackson
Doctoral student, School of Education, LJMU

A 3D View of Research Engagement in the Teaching Profession

13 February 12:00-1:00pm

Dr Michael Wigglesworth
Institute of Education, University of Manchester

What is meant by 'mental health and wellbeing in schools’? A consideration of frameworks, their evidence, and implications for intervention

14 March 12:00-1:00pm

Prof Jo Warin
Department of Educational Research University of Lancaster

A whole school ethos of care: findings from a study of nurture groups in primary schools

18 April 12:00-1:00pm

Dr Sue Kay-Flowers
School of Education, LJMU

Childhood experiences of separation and divorce; developing a framework for understanding the accommodation of change

16 May 11:30-12:30pm

Dr Sarah Nixon
School of Sport, Leisure and Nutrition, LJMU

Blocked teaching in HE; staff and student perceptions on its impact on learning

13 June 12:00-1:00pm

Kalum Bodfield
Doctoral student, School of Education, LJMU

ADHD complexity and attachment style: Classroom and treatment implications