WERA 2018 WORLD CONGRESS   |   3-5 August 2018    |   CAPE TOWN, SOUTH AFRICA




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E Klieme


Prof Eckhard Klieme

German Institute for International Educational Research (DIPF)


Prof. Dr. Dr. h.c. Eckhard Klieme has been trained academically as a mathematician and a psychologist, and is now a Full Professor of Educational Research at Goethe University, Frankfurt am Main, Germany. He also leads the Center for Research on Educational Quality and Evaluation at the German Institute for International Educational Research (DIPF). His research interests focus on educational effectiveness and quality of teaching, classroom assessment, and international comparative educational research. Starting with TIMSS-Video 1995 in Germany, Eckhard Klieme has lead several video-based studies on teaching in mathematics, science, and language education. He served as a consultant for national and international agencies and was involved in international Large Scale Assessment programs such as PISA, TALIS, and currently the TALIS Video Study.


Title: Teaching Quality - Theoretical foundations, effectiveness studies, and cross-national comparison


Abstract: Understanding the nature of teaching and its effects on student learning has been a key topic in the history of educational science. The challenge of educational research is to replace normative notions of “good teaching” by evidence-based theories of “successful teaching” (Berliner, 2005), developing concepts and measures of teaching quality that can inform teacher training, professional development, and evaluation, while also taking into account cultural traditions in pedagogy.
Given the complexity of classroom teaching and learning, this task can only be accomplished when theories and methods from various strands of educational research are combined. As a minimum, we need a combination of:
- Learning theories that explain students’ information processing while attending lessons, the cognitive mechanisms of learning, understanding and skill formation, and the socio-cognitive processes of knowledge construction.
- Conceptualizations of teaching from various traditions, including “constructivist” as well as “direct instruction” approaches, covering “Western” and “Eastern” cultures alike.
- Comprehensive models of teaching (e.g., “Mastery Learning” or “Inquiry-Based Science Education”) as well as “discrete teaching practices” (Gage, 1985) such as scaffolding, peer tutoring, or formative assessment.
- Educational Effectiveness Research (EER), a global community of researchers identifying teaching practices or dimensions of teaching that are positively related to cognitive and non-cognitive student outcomes.
This keynote will attempt to reimage our knowledge of "successful teaching", taking into account these multiple strands of international educational research. Teaching quality will be defined as a combination of (a) depth of the subject matter taught, (b) use of evidence- based instructional methods, and (c) high quality enactment in the course of classroom interaction. Quality of enactment in turn comprises three generic dimensions of teaching quality: Classroom Management, Supportive Climate, and Cognitive Activation. These dimensions were first identified in a national enhancement to the TIMSS-Video study 1995, and since have been replicated and shown to predict student learning in 20 studies, mostly done in German speaking countries (Praetorius, Klieme, Herbert, & Pinger, 2018). However, the conceptual model has also been implemented in international Large Scale Surveys such as PISA 2012 and 2015. Thus, the approach may be interpreted as an example of a national research paradigm scaled up to the global level, allowing for a comparison of teaching cultures world-wide in search of both universal and culture-specific patterns of successful teaching.



P Carter


Prof Prudence Carter

Dean, Graduate School of Education, Berkeley


Prudence L. Carter is Dean of the Graduate School of Education at the University of California, Berkeley. As a sociologist, her primary research agenda focuses on causes of and solutions to enduring social and economic inequalities in schools and society. In particular, she examines academic and mobility differences shaped by the forces of race, ethnicity, class, and gender in the United States and global society. Dean Carter’s expertise ranges from issues of youth identity, culture, race, class, and gender, urban poverty, and social and educational policy.
Before being appointed Dean at Berkeley, she was the Jacks Family Professor of Education and Professor of Sociology (by courtesy) at Stanford University. She was also the Faculty Director of John W. Gardner Center for Youth and Their Communities, and the Director of the Research Institute for Comparative Studies in Race and Ethnicity.
Dean Carter’s award-winning book, Keepin’ It Real: School Success beyond Black and White (Oxford University Press, 2005), debates various cultural explanations used to explain school achievement and racial identity for low-income Black and Latino youth in the United States. Keepin’ It Realwas recognized as the 2006 co-winner of the Oliver Cromwell Cox Book Award given by the American Sociological Association (ASA) for its contribution to the eradication of racism; a 2005 finalist for the C. Wright Mills Book Award, given by the Society for the Study of Social Problems; and an Honorable Mention for best book given by the section on Race, Class, and Gender of the ASA.
Her other books include Stubborn Roots: Race, Culture, and Inequality in U.S. & South African Schools and Closing the Opportunity Gap: What America Must Do to Give Every Child an Even Chance, co-edited with Dr. Kevin Welner — both published by Oxford University Press. Her other publications have appeared in various journals and book volumes. Her research has also been featured in the Peabody Award-winning documentary “Mind the Gap: Why Are Good Schools Failing Black Students” by journalist Nancy Solomon and has been featured on dozens of National Public Radio (NPR) shows across the United States.
Dean Carter is an elected a member of the National Academy of Education; the Sociological Research Association; and a Fellow of the American Educational Research Association (AERA).


Title: Education’s Limitations and Its Radical Potential in a Global Society


Abstract: Sociologist and education researcher Prudence Carter’s keynote address will focus on the vexing problems of educational inequality and its existence within a wider ecology of economic, political and sociocultural relations in society. Drawing on her research in schools in the United States and South Africa, Carter will take an interdisciplinary approach to discuss the reproduction of educational, economic, and social disparities. In addition, she will offer research-informed insights into new policy and practice directions for the realization of education’s radically inclusive potential.



C Soudien


Prof Crain Soudien

Chief Executive Officer of the Human Sciences Research Council South Africa


Crain Soudien is the Chief Executive Officer of the Human Sciences Research Council and formerly a Deputy Vice-Chancellor at the University of Cape Town where he remains an emeritus professor in Education and African Studies. His publications in the areas of social difference, culture, education policy, comparative education, educational change, public history and popular culture include three books, four edited collections and over 190 articles, reviews, reports, and book chapters, including a 2017 publication entitled “Nelson Mandela: Comparative Perspectives of his Significance for Education”.
He is also the co-editor of three books on District Six, Cape Town, a jointly edited book on comparative education and the author of The Making of Youth Identity in Contemporary South Africa: Race, Culture and Schooling, the author of Realising the Dream: Unlearning the Logic of Race in the South African School, and the co-author of Inclusion and Exclusion in South Africa and Indian Schools. He was educated at the University of Cape Town and UNISA, South Africa and holds a PhD from the State University of New York at Buffalo.
He is involved in a number of local, national and international social and cultural organisations and is the Chairperson of the Independent Examinations Board, the former Chairperson of the District Six Museum Foundation, a former President of the World Council of Comparative Education Societies and had been the chair of the Ministerial Committee on Transformation in Higher Education and is currently the chair of the Ministerial Committee to evaluate textbooks for discrimination. He is a fellow of a number of local and international academies and serves on the boards of a number of cultural, heritage, education and civil society structures.


Title: The Politics of Learning: Working with Old and New Challenges and Opportunities in our Schools


Abstract: The purpose of this talk is to bring together what we now know about the multiple and different kinds of ‘politics’ involved in the process of learning in the modern school and to examine the implications of this ‘knowing’ for realising the promise of education. Why education has not yielded on its promise of making available to young people everywhere the opportunity for better lives and livelihoods is explained, regularly, in relation to what are understood to be the determinative factors present in particular contexts such as poorly prepared teachers, inadequate infrastructure, social poverty, cultural alienation and so on. The argument will be made in this talk that these are not incorrect. They are, however, often insufficient. The talk seeks to put the complexity of the learning process into its multi- dimensional and multi-political context. It seeks to draw from what we now know about learning from psychology and social biology, on the one hand, to the insights that we have about the social factors involved in learning - ‘race’, class, gender, place, sexuality, culture, language and disability, amongst others - to make an argument for a wide understanding of how power works, about how it is activated and distributed, in what happens in the experience of learning. A wider understanding of power, it will be argued, makes possible teaching and learning responses which understand better both the individual learning subject and the larger social, economic and cultural ecology in which his or her learning efforts are made. The contribution will use the South African context to illustrate how this complex politics works and how it produces complex outcomes of complex inequalities.



E LingLow


Prof Ee Ling Low

Dean of Teacher Education at the National Institute of Education, Nanyang Technological University


Professor LOW Ee Ling is the Dean of Teacher Education at the National Institute of Education (NIE), Nanyang Technological University (NTU). She is also a Professor of Education (Applied Linguistics and Teacher Learning) at the English Language & Literature Academic Group. She is a member of the NIE Senior Leadership Team and an elected member of the NTU Senate (2014-2018).

Her recent appointments include: Chief Planning Officer (2017-2018), Head of Strategic Planning and Academic Quality (2014-2017), She has played a leading role in the conceptualization of the following strategic documents for NIE, Singapore: NIE Moving Forward: Towards 2017 Strategic Roadmap and Teacher Education for the 21st Century (TE21): A Blueprint for Teacher Education in Singapore (2009).

She obtained her PhD in Linguistics (Acoustic Phonetics) from Cambridge University, UK under the NIE/NTU Overseas Graduate Scholarship award. She was awarded the Advanced Fulbright Research Scholarship which she spent at the Lynch School of Education at Boston College.
Her most recent book publications include “Empowered Educators in Singapore: How High-Performing Systems Shape Teaching Quality” (co-authored with Prof Lin A. Goodwin and Prof Linda Darling-Hammond) and “Lee Kuan Yew’s Educational Legacy: The Challenges of Success” (co-edited with Prof Tan Oon Seng and Prof David Hung).

She is Singapore’s representative on the Stanford University International Teacher Policy Study and the Harvard Graduate School of Education’s Global Education Innovation Initiative (GEII) projects. She is also Singapore’s representation on the Education 2030 initiative by the Organisation for Economic Co-operation and Development (OECD) and served as an international expert in the Teaching and Learning International Survey (TALIS) Initial Teacher Preparation study for Wales and Australia. In 2012, she was awarded the Public Administration (Bronze) medal by the President of the Republic of Singapore in recognition of her dedication and commitment to furthering the cause of education.


Title: Personalized Teacher Learning and the Role of Education Research: Global Perspectives for the 21st Century


Abstract: The term personalized learning has been defined in several ways by education scholars. Leadbeater (2008) defines it as ‘putting the learner at the heart of the education system’. The DfES (2004) defines it as ‘the drive to tailor education to individual need, interest and aptitude so as to fulfil every young person’s potential’ (DfES, 2004). How have educational institutions around the world adopted personalized learning in their academic programs? What is the role of education research in advancing personalized learning? And how can education inquiry contribute in ensuring that student teachers develop the values, skills and knowledge required to competently meet the demands and challenges of teaching in the 21st century classrooms? This keynote offers a comparative view of how personalized learning has been implemented in different systems and how research has contributed to its implementation. The concept of personalized teacher learning will be highlighted through a case study of the premier Teaching Scholars Program (TSP) at the National Institute of Education (NIE) in Singapore, which was launched in 2014. Examples of personalized teacher learning practice are exhibited in the TSP program through its one-to-one academic expert mentoring in faculty’s disciplinary expertise, the Professional Practice and Inquiry (PPI) e-portfolio incorporating the Singapore Teaching Practice, the academic and educational research projects, and multiple global exposures provided.







Important Dates

Submission starts

6 November 2017

Submission ends

30 April 2018


Decisions announced

30 May 2018

Early bird registration

January 2018 - 30 June 2018


14 June - 31 July 2018

Submission of final papers 

15 July 2018

WERA conference

3 August - 5 August 2018

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