Online conferences for educators and students, February - June 2008

Please click on the links below to read educational papers from past online conferences.

Take part in these year's online conferences on the transformation of education.

• A Chain of Voices
• Student Voice and School Improvement
• Unpopular Voices - Listening to Pupils at Risk
• Discussing Student Voice
• A Typology of Student Voice in School Reform
• Just listen and we’ll work it out together
• Student voice: a dynamic response
• Student leaders: figureheads or educational partners?
• Unlocking enthusiasm: the key to student-engaged learning
• Enhancing student motivation and commitment at the Australian Science and Mathematics School
• What do students need to feel successful at school?
• Hearing ‘Student Voice’ depends on school ethos
• The Ferry-Health Confidential Student Centre
• Student voice: no longer an optional novelty
• Student voice as the cornerstone for strategic planning
• Teacher Education Students listening to pupils online
• Negotiating the pedagogy at Nanango State High School
• The Sustainable Kids Program: A leap of faith
• What can student focus groups tell us?
• Encouraging ‘Student Voice’ at Mt Dandenong Primary School
• ‘Seen and heard’ - student voices in School Change
• Genuine partnership at The Arnewood School
• ‘Student Voice’ and building a culture of continuous school improvement
• Educational support: the pupils’ perspective
• Student attitude and building a positive learning culture
• Student voices driving change in education
• Student Voice: philosopher’s stone or Pandora’s box?
• Using student voice to restructure student support
• The benefits of student interviews
• Students as agents of democratic renewal in Chile
• Developing student leaders: The Waverley Links Program
• Are ‘student voices’ more powerful than ‘student voice’ in bringing about school improvement?
• Student participation and school improvement
• Using student voice for school transformation
• Amplifying the voices of children in the classroom: common barriers and practical solutions
• ‘Student voice’ bullying and education
• ‘What school kids want’: a film about ‘student voice’
• The case for distributed leadership
• Leadership for transforming learning
• A broader role for school principals in system leadership
• The paradoxes of distributed leadership in schools
• Theory to Practice A Case Study
• Learning to Learn for knowledge enhancement
• Student voices on student learning
• RSVP: reflecting, sharing, visualising and personalising
• Self-directed learning: dare we not?
• From best to wise
• A preferred future
• Leadership as exploration: moving beyond the school
• A servant’s reflection on leadership
• Are Czech headmasters ready for team work?
• Choosing to lead: how to support would-be school leaders
• Dealing with leadership succession problems
• Educational leadership for the 21st century
• Leaders need to revisit leadership
• Leadership for change
• Leadership for school and student learning: what do we know?
• Leadership for the best education possible
• Leadership: reflections in a Cantonese context
• Leading schools – who in heaven would want that job?
• Leading ‘spirit’: the key role for the principals and headteachers of the future?
• Meeting without moving: effective practice and e–leadership in the 21st century
• Pluralism – leading for diversity
• Preparing future school leaders
• Review of research: how leadership influences student learning
• School culture and educational management in a post-modern mindset
• School leaders and ethical decision-making
• School leadership unplugged
• Sustaining the ‘reservoir of hope’ in school headship
• The challenge of converting the benefits of expanded leadership capacity in schools of the 21st century
• . The future leader of Special Educational Needs (SEN) learners
• The management metaphors leaders use
• The paradox in leadership for personalising learning
• The power of negatives
• The targeted principal preparation program as an exemplary model of leadership training
• Vision and reality
• What are we going to do when the baby boomers’ bubble bursts?
• The Potential Impact of Tech. Change on Educational Leadership
• Learning to Learn: a massive step in the right direction
• As teachers we also need to be students
• Capturing heart and minds: three years on
• The pupil learning walk
• Thinking Maps: using visual thinking skills to develop transfer and metacognition
• Framework for effective learning: a middle years initiative to improve student learning
• Whole-brain learning at Doncaster Secondary College
• The struggle to juggle
• Developing critical thinking, reflection and problem-solving
• Learning to learn in the teacher education context
• The teenage brain: new opportunities for change
• Learning to learn: three crucial questions
• Always a learner
• The learning journey
• ‘Growing brains’ that promote lifelong learning
• Slogans: but more than slogans
• Building the character for learning
• Learning to learn: the key to creating successful global citizens
• Learning to learn and science: metacognition of independent investigations
• Promoting and inhibiting learning in Finland
• A clear focus on learning outcomes
• Negotiated Collaborative Teaching and Learning
• There’s more to learn about learning
• Socratic methodology in thelow income schools of Chile
• Its not about the technology, its about the student learning
• The assessment revolution
• Flexibility for the future
• education and training in the middle school: e-learning at ELTHAM College of Education
• Its just the beginning for virtual schooling
• Building successful online learning communities for teacher professional development
• An ICT-Based pedagogy at Craighouse
• The Tablet PC: one small step for a school, one giant leap for education
• New technologies in education: The challenges of a small state
• Spreading best practice through the development of collaborative, web-based learning communities
• Experimentation and evolution: curriculum transformation through new technologies
• Interactive distance e-learning in Australia: replacing radio with satellite technology for the School of the Air
• A sustainable future with Citrix/thin client technology
• Remapping the learning environment
• Marketisation, technology and the Role of Parents
• A journey towards e-learning
• Massively social technology
• New technology, old learning
• Technology and the changing design of learning materials: a case study
• Using technology to enhance outcomes-based reporting
• ICT-mediated science inquiry
• From intranets to virtual learning environments: what are the benefits to our students?
• Open source software and the learning process
• Global team learning
• Cost effective ICT in schools: an open source approach
• Where will the new technologies take blind or vision impaired students?
• Implementing a virtual learning environment: the use of the `boundary spanner`
• Sixth form collaboration using web cameras
• Balancing the researching of information with the use of multimedia communication in the research presentation model of
• The national ICT register: by schools for schools
• The contribution of technology to education
• Curriculum in the year 2525
• David Carter
• Mark Hewlett
• Tension and transformation: psychological and social issues of modernity, as addressed through curriculum change at an i
• The 5Ps of curriculum - pedagogy, pragmatics, politics, policy and power
• Sustainable education: a curriculum imperative for the 21st century
• Curriculum structures
• The beginning reading programme at Fuchon Primary School
• Schools are for living
• Take that extra step with the curriculum!
• The curriculum: what exactly are we talking about?
• The boring bits are the needed bits
• How special are our subjects?
• The RSA: opening minds
• The benefits of an international perspective to the middle years curriculum
• Focus on the curriculum
• Affective outcomes of school reforms
• The Orchid Park Secondary School’s experience on the normal (technical) curriculum
• School-based teacher development model: key to the successful implementation of an outcomes-based education curriculum i
• Teachers: curriculum conduits or agents of renewal?
• Some provocations about ‘the curriculum’
• Personalising the curriculum: three focuses for change
• ‘I can’t wait to get to school each day’
• New wine, new bottles? Or is there a place for vintage?
• Painting Asia into the New Zealand curriculum
• Curriculum innovation in Jersey
• SPOT: Science for primary one and two at Fuchon Primary School
• Starting with the brain in mind: redefining the definition of curriculum
• Curriculum reform in the Czech Republic – the conditions and premises of its successful realisation
• Classics in the 21st century: some modest proposals
• Implementing a virtual learning environment
• Starting with the brain in mind: redefining the definition of curriculum
• Asking the right questions: implementing meaningful advice and guidance in schools
• Students in the twenty-first century need deep support
• ‘You can have your advice next Thursday!’
• Performance tutoring at Stocksbridge High School
• Reflections on teachers as advisers
• The guidance gateway: a deep support perspective
• ‘The customer is always right’
• Collaborative advice and guidance for distance education learners
• ‘Advise and guide yourself!’ Using new technologies to develop wider key skills
• ‘Advise and guide yourself!’ Using new technologies to develop wider key skills
• ‘Advise and guide yourself!’ Using new technologies to develop wider key skills
• Those who miss out
• Student counselling with students from other countries
• The Disability Standards for Education 2005: fanfares, facts and funds
• Advice and guidance within the personalising learning agenda
• What skills will future students need and can the UK workforce remodelling agreement deliver these?
• Beyond the lonely artisan: next steps in workforce development
• New Partnerships for Learning: case studies from a research project into teachers and teaching assistants working togeth
• Non-teachers as careers coordinators: lessons to be learned when non-teachers take on curriculum leadership roles
• Education workforce remodelling (remodelling for personalising learning)
• Remodelling and the management of change at Lent Rise School
• School heart and inner health
• Teaching and learning responsibilities: an opportunity, not a threat
• Developing robust and sustainable community partnerships in education through the deployment of non-teaching staff
• The Voices of Today & Tomorrow
• The Contribution of Student Consultation to School Improvement
• Learners as customers
• South Australia’s ‘Learning to Learn’ initiative
• The Networked Research Lesson Study: a sustainable model
• The impact of early trauma on student learning and behaviour
• Fostering metacognition in the classroom
• An infrastructure for what? What infrastructure?
• The curriculum: let’s mend what needs fixing
• Hope and hazard in global approaches to curriculum
• Imagination: more important than knowledge?
• Forging a 21st century curriculum at Loreto Normanhurst
• Personalised learning: the future of learning
• Strategies for curriculum innovation and development: deliberation, student participation and context relevance
• The emotional considerations of curriculum
• Hope I die before I get old: the rise and fall of the key stage 3 strategy
• A predisposition to underachieve? Barriers to learning in information and communication technology
• Issues in art education
• The heart and soul of learning
• Curriculum: a redefinition
• Education transformation: a curriculum to cope with shock
• The Leigh City Technology College: a vertical learning environment
• Building the foundations to provide high-quality advice and guidance for students
• Case study: Mentoring to raise standards
• Careers work: learning from experience
• How should the guidance community respond to Youth matters?
• Personalisation: an opportunity and challenge for career guidance services
• Touching tomorrow: the role of the National Remodelling Team
• Activity-based resource analysis: an approach to strategic planning by revealing how the core resources of a school or n
• Using teaching assistants as researchers
• Attitudes to job-sharing and co-principalship
• Teacher development remains central to educational reform
• A review of practitioner research into remodelling the workforce during the New Partnerships for Learning project
• Achieving 24/7 schooling: a headteacher's perspective
• Changing to 24/7 secondary schooling: the disgrace of a profession
• Main issues and problems for achieving 24/7 schooling: a headteacher's view
• Deep support for the 24/7 learning environment
• We need more than mentoring
• Beginning teachers and mentors
• Coaching leadership: towards a knowledge of practice
• Online professional support for principal colleagues
• Why would school administrators want a coach?
• Establishing a strong learning community at Kimberley Park State School
• Why be a mentor? Encouraging new teachers and rejuvenating tired ones
• Innovation networks in practice: using coaching and mentoring to implement a whole school learning strategy
• Barriers to successful mentoring and coaching in schools
• Peer support for principals: a model for headteacher sustainability and development through peer support
• Coaching of experienced principals
• School warp and weft
• Mentoring and coaching: the keys to character development for leaders
• Coaching or mentoring for principals: a difficult choice
• Delivering on the promise
• Coaching of experienced principals
• A personal reflection on coaching in schools
• 24/7 learning - opportunities and challenges
• Mentoring and coaching + advice and guidance + ? = deep support
• Coaching and mentoring 2006
• ‘I want one of them. I need one of them!'
• Coaching: transforming culture to improve school and teacher effectiveness
• Coaching through role dialogue: action research with same-school pairs of principals and deputy principals
• Coaching in action
• Learning Partners: phasing in peer coaching
• Mentoring and coaching
• The Calderdale Coaching Collaborative
• Coaching: an authentic instrument of change in schools
• School leadership mentoring
• Coaching and mentoring: building deep learning and educational change

Contribute a discussion paper to this year's online conferences on the transformation of education