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SUMMARY:Academic self-concept in inclusive secondary settings: Why it matt
 ers - Dr Geraldine Townend\, Griffith University\, Australia
DTSTART:20181114T163000Z
DTEND:20181114T180000Z
UID:TALK112423@talks.cam.ac.uk
CONTACT:Lucian Stephenson
DESCRIPTION:Academic self-concept is arguably one of the most important in
 fluences for optimal educational\, career and life outcomes.  It relates t
 o student perceptions of their accomplishments\, competence and expectatio
 ns around success and failure. Educators play a key role.  The research pr
 esented is a case study analysis\, within a sociocultural framework\, whic
 h provided findings through the personal experiences of students with dive
 rse learning needs.  School records\, interviews and psychometric instrume
 nts provided data\, primarily from the students\, but also from their fami
 lies and teachers. The two instruments used were the _Behavioural Assessme
 nt System for Children_ 2nd edition\, and the _Piers- Harris Children’s 
 Self-Concept Scale_ 2nd edition.  Analytical tools employed included descr
 iptive statistics and thematic content analysis using the _Leximancer Prog
 ram_ (Smith & Humphries\, 2006). Findings provide new understandings about
  the psychosocial influences on academic self-concept for secondary-school
  students with diverse learning needs. Influences are primarily from teach
 ers and secondly from peers. Recommendations to support stakeholders will 
 be shared with a view to contribution to scholarship and future research t
 o scaffold practice. \n\nA Research Fellow and Lecturer at Griffith Univer
 sity\, Australia\, Dr Geraldine Townend seeks to extend understanding of d
 iversity\, inclusivity and underachievement\, and to empower students and 
 their educators to achieve the best educational outcomes. She researches a
 nd publishes within the sociocultural paradigm (such as _The International
  Journal of Educational Research\, Digital Culture & Education Journal_\, 
 Cogent\, and Palgrave Macmillan 2015-2018 plus others forthcoming 2019). H
 er research has focussed on the link between students’ academic self-con
 cept and their educational outcomes\, particularly the importance of socia
 l comparison theory\, and she is particularly interested in the importance
  of the interaction between teachers and students. Geraldine also provides
  schools\, families and national media (Australia) with support around sch
 ool-based strategies to enable optimal educational outcomes within the inc
 lusive classroom. 
LOCATION: Donald McIntyre Building\, Faculty of Education\, 184 Hills Road
 \, room GS1
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