{"id":101,"date":"2025-06-23T11:44:21","date_gmt":"2025-06-23T11:44:21","guid":{"rendered":"https:\/\/sites.edgehill.ac.uk\/rpdc\/?page_id=101"},"modified":"2025-07-11T13:23:53","modified_gmt":"2025-07-11T13:23:53","slug":"parallel-sessions-1","status":"publish","type":"page","link":"https:\/\/sites.edgehill.ac.uk\/rpdc\/parallel-sessions-1\/","title":{"rendered":"Parallel Sessions 1 Wednesday 11am"},"content":{"rendered":"\n
\n

Each of the parallel sessions has been coded to one or more of the faculty themes as follows: <\/strong><\/p>\n\n\n\n

Early Years Education, Families, and Communities\u202f <\/td>EYE<\/td><\/tr>
Inequalities, Health, and Wellbeing\u202f <\/td>IHW<\/td><\/tr>
Philosophy, Values, Ethics, and World Views<\/td>PVE<\/td><\/tr>
Teacher Education and Professional Learning\u202f <\/td>TPL<\/td><\/tr>
Transformative Education\u202f <\/td>TED<\/td><\/tr><\/tbody><\/table><\/figure>\n<\/div>\n\n\n\n

Lecture Theatre<\/h4>\n\n\n\n

IHW \/ EYE <\/p>\n\n\n\n

Chair<\/strong><\/td>Professor Vicky Duckworth<\/strong><\/td><\/tr>
Kath Fraser-Thompson and Jenny Holder<\/a>
Liverpool Learning Partnership<\/td>		Creative participation approaches to address health and educational inequalities in schools<\/td><\/tr>
Kathryn Morris<\/a>
Blackpool Better Start<\/td>		The Blackpool Super Six – How developing and sharing language development strategies is tackling inequalities<\/td><\/tr>
Natasha Harrison<\/a>
Better Start \/ NSPCC<\/td>		Ready Steady School – A shared approach to supporting school readiness outcomes  <\/td><\/tr>
Dr Karen Boardman, Kath Whitehouse, Katie Smith, Silvia Cont<\/a>
Edge Hill University<\/td>		Engagement and\u202fAttendance in Primary Schools: A Research Circle Study\u202f <\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
<\/div>\n\n\n\n

0.30<\/h4>\n\n\n\n

IHW \/ EYEF<\/p>\n\n\n\n

Chair<\/strong><\/td>Laura Gregory<\/strong><\/td><\/tr>
Gill Holden<\/a>
NCB<\/td>		The Impact of the National Rollout of Stronger Practice Hubs <\/td><\/tr>
Dominique Heffes-Doon<\/a>
Spark Child<\/td>		Spark Child Presentation Proposal: A Holistic Well-being Intervention for Vulnerable Children – From Trinidad & Tobago to the UK <\/td><\/tr>
Dr Sara Mur\u0161i\u0107 <\/a>
Toyscope<\/td>		Developmental diversity meets one-size-fits-all: The complex challenge of toy safety for children with special educational needs and disabilities<\/td><\/tr>
Dr Nicola Wallis and Kate Noble<\/a>
The Fitzwilliam Museum,
University of Cambridge <\/td>		Museums as Spaces of Possibility in Early Childhood: Insights from the Fitzwilliam Museum\u202f <\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
<\/div>\n\n\n\n

0.29<\/h4>\n\n\n\n

IHW \/ EYE \/ TPL <\/p>\n\n\n\n

Chair<\/strong><\/td>Dr Clare Woolhouse<\/strong><\/td><\/tr>
Becky Reynolds<\/a>
The For Baby\u2019s Sake Trust<\/td>		Breaking Cycles, Building Futures: The For Baby\u2019s Sake Trust Approach to Early Intervention and Trauma-Informed Support<\/td><\/tr>
Georgina Roberts<\/a>
Edge Hill University<\/td>		Arts Therapies Approaches to Supporting Parent-Infant Relationships: Developing a Creative Intervention Toolkit\u202f <\/td><\/tr>
Rebecca Atherton and Josh Fearon<\/a> Knowsley Council<\/td>Capturing the Voice of the Child through Early Years Practice\u202f <\/td><\/tr>
Evonne Bixter and Jen Hardy<\/a>
Shakespeare North<\/td>		Oracy, inclusion and creative learning\u202f <\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
<\/div>\n\n\n\n

0.11<\/h4>\n\n\n\n

IHW<\/p>\n\n\n\n

Chair<\/strong><\/td>Dr David Haycock <\/strong><\/td><\/tr>
Elizabeth Twigge and Chloe Blackman<\/a>, HF Works<\/td>Reinventing the Wheel: Developing a Community Model for Wellbeing <\/td><\/tr>
Lisa Ball, Adam Halton, Emma Atkiss<\/a> Wigan Council<\/td>Shaping the Next Generation of Mentally Healthier Schools\u202f <\/td><\/tr>
Professor Vicky Karkou, Robyn Dowlen, Ken Fletcher, Beckie Clark, Pui Sze Cheung, Anna Smirnova, Miriam Sakwa and Nicola Brophy<\/a> Edge Hill University<\/td>Arts4Us: Working together to scale up place-based arts initiatives that support the mental health of children and young people (CYP) (9-13). <\/td><\/tr>
Dr Gary Tebble<\/a> Edge Hill University<\/td>Co-Creation: Developing an adapted model of pluralistic counselling with boys with Specific Learning Difficulties (SpLD)<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
<\/div>\n\n\n\n

1.06<\/h4>\n\n\n\n

TED \/ IHW \/ TPL <\/p>\n\n\n\n

Chair<\/strong><\/td>Dr Se\u00e1n Henry <\/strong><\/td><\/tr>
Ben Broadhurst<\/a>
Edge Hill University<\/td>		\u201cIt\u2019s like my gender identity and sexuality take a back seat\u201d: The experiences of personal and professional identities of LGBTQ+ pre-service teachers. <\/td><\/tr>
Anna Wooley<\/a>
Edge Hill University<\/td>		Improving outcomes for care-experienced and estranged students (CEES): Co-producing cross-sector support through a Theory of Change approach<\/td><\/tr>
Simon Dougherty<\/a>
Edge Hill University<\/td>		Experiences and observations of Early Career Teachers regarding homophobia in boys’ secondary Physical Education  <\/td><\/tr>
Hannah Smee<\/a>
Edge Hill University<\/td>		Identity Threat, Menopause and Teaching\u202f<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
<\/div>\n\n\n\n

0.09<\/h4>\n\n\n\n

TED \/ IHW<\/p>\n\n\n\n

Chair<\/strong><\/td>Dr Kate Burrell <\/strong><\/td><\/tr>
Dr Heather Lloyd, Charlotte Molloy, Michelle Davis<\/a> Edge Hill University<\/td>Unlocking opportunities in Widening Access and Student Success: A call for collaborative and impactful research.\u202f\u202f<\/td><\/tr>
Professor John Sandars<\/a> Edge Hill University<\/td>Applying Sen’s Capability Approach to understand and improve the experience of widening participation learners <\/td><\/tr>
Ellie Jennings<\/a> Shaping Futures<\/td>Shaping Futures and the role of place in widening access and student success in Knowsley.<\/td><\/tr>
Kevin Hornblower<\/a> Shaping Futures<\/td>Helping to reduce inequalities in access to HE and the future of collaborative outreach\u202f\u202f\u202f <\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
<\/div>\n\n\n\n

0.10<\/h4>\n\n\n\n

TPL \/ IHW <\/p>\n\n\n\n

Chair<\/strong><\/td>Michelle Pearson<\/strong> <\/td><\/tr>
Dr Marie Caslin\u202fand Ellie Curran<\/a>\u202f
Edge Hill University and Liverpool Hope University<\/td>		Get Britain Working – a reflection of the barriers encountered by young disabled people when entering the world of work <\/td><\/tr>
Paul Semple and Paul Williams<\/a> 
Career Connect<\/td>		Introduction to Career Connect<\/td><\/tr>
Ying-Chih Chen<\/a>
Edge Hill University<\/td>		Exploring adolescents\u2019 embodied experiences of creative arts therapy in a residential centre in Taiwan <\/td><\/tr>
Michael Pennington and Josh Cliff
Edge Hill University and Positive Footprints<\/a>
<\/td>		Positive Footprints Project: A raising aspirations programme for children and young people to close the skills gap in the UK and open up the world of work<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

<\/p>\n\n\n\n

\n
Return to the outline programme<\/a><\/div>\n<\/div>\n\n\n\n

<\/p>\n","protected":false},"excerpt":{"rendered":"

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