EARLI 2011 Conference Paper Abstracts

Next week I’ll be attending the 2011 Conference of the European Association of Research in Learning and Instruction (EARLI), which is taking place at the University of Exeter in the UK this year.  I’ve spent a few hours today going through the conference programme and selecting the talks I’d like to attend.   EARLI is a large conference and there are many more interesting papers and sessions than one could physically attend, so I have compiled below a list of the papers that I found particularly interesting and would like to follow up on. I specify the key aspect of interest in the brackets.

  1. Finding valued relationships: Beginning teachers networking to meet their professional needs, p.49 (Alison Fox et al).+ (methodology used; results on role of networks)
  2. Training for transfer: A comprehensive evaluation study, p. 108 (Jan Ulrich Hense et al).+ (data collection instruments used – not reported)
  3. Only connect? Being, knowing and communicating in the 21st century university, p. 875 (Charles Anderson et al).+ (results on role of networks in students’ learning and transition)
  4. Individual and contextual influences on vocational teachers’ innovative work behaviour, p. 211 (Gerhard Messmann et al).+ (results)
  5. What is Learning to learn? An updated theoretical exploration, p. 223 (Cristina Stringher).+ (methodology; approach to theorising)
  6. Learning through information and knowledge sharing in patient review meetings, p. 1065 (Margje W.J. van de Wiel et al)+ (methodology)
  7. Trajectories of Novice and Experienced Teacher Educators in a Professional Development Community, p. 1075 (David Brody et al)+ (results)
  8. Development paths of university teachers during a pedagogical development course, p. 1077 (Liisa Postareff et al)+(results; methodology)
  9. Experienced teachers’ non-learning: mechanisms of mental resistance and avoidance, p. 1079 (Paulien Meijer et al)+(results)
  10. Exploring new horizons: teacher professional development through networked learning, p. 330 (Daniel Van Amersfoort et al)+ (results on role of networks)
  11. Building the pillars of expertise: self-regulated learning, knowledge, and high-quality performance, p. 1694 (Margje W.J. van de Wiel)+(results)
  12. Evidence-based or value-based? The need to redefine the relationship between research and practice, p. 1444 (Gert Biesta)+ (ideas)
  13. Achievement goals in adult learners: Evidence from distance education, p. 1217 (John Richardson et al) + (instrument; results (of relevance to our MOOC study))
  14. Towards reconceptualising professional agency at work from a subject-centred socio-cultural stance, p. 707 (Anneli Etelapelto et al)+ (sythesis of perspectives on agency; research agenda proposed)
  15. Understanding Self-Motivated Feedback Exchanges: A social network perspective, p. 1781 (Janine van der Rijt et al)+(results)
  16. Exploring patterns of task specific goal setting and motivation regulation, p. 35 (Allyson Hadwin et al)+(methodology; results)
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