Successful Learning Conference 2010
WORKING SMARTER, NOT HARDER
Monday 28 & Tuesday 29 June 2010 8.30am4pm | Harold Park Function Centre, Glebe Sydney
Download the two-day program showing presentation titles, speakers and times (32KB PDF)
This annual conference focuses on issues and developments in the provision of quality education for students K12 who experience difficulties learning in a mainstream classroom setting. Areas addressed will include literacy and numeracy, accountability and assessment, behaviour management and social skills instruction. Presentations and workshops will be given by academics, consultants, and practitioners from all NSW education sectors and invited speakers from interstate and overseas.
Keynote Monday 28: Woe Is "I": An Ode to the Architecture of Instruction and Intervention in RTI
Edward J. Kame'enui PhD is Dean-Knight Professor of Education; Director, Institute for the Development of Educational Achievement (IDEA); Director, Center on Teaching and Learning (CTL); and Associate Dean for Research and Outreach at the College of Education, the University of Oregon, USA. From 200507, he served as the first commissioner of the National Center for Special Education Research (NCSER) in the Institute of Education Sciences (IES), which serves as the research and statistical arm of the U.S. Department of Education.
Kame'enui has co-authored more than a dozen college textbooks on topics related to teaching reading, curriculum design, and managing classroom behavior. He has published more than 130 research journal articles and book chapters. His areas of research and teaching include early literacy and language development, school-wide reading improvement, the design of high quality educational materials, learning disabilities, vocabulary development, and the architecture of instruction.
Keynote Tuesday 29: Access to Learning and the Tests that Measure it
Stephen N. Elliott PhD is a Professor of Special Education and the Dunn Family Chair of Educational and Psychological Assessment in Peabody College at Vanderbilt University (Nashville, TN, USA). He also directs Peabody College’s new Interdisciplinary Program in Educational Psychology. Steve teaches courses on measurement and assessment of academic and social behaviour. His research focuses on scale development and (a) the assessment of children's social skills and academic competence and (b) the use of testing accommodations and alternate assessment methods for evaluating the academic performance of students with disabilities for purposes of educational accountability. He currently co-directs three USDE research grants concerning the design and validation of alternate assessments for students with disabilities
Steve has authored more than 200 journal articles, books, chapters, and 5 widely used behavior-rating scales. He is the co-author of the Social Skills Improvement System and the Academic Competence Evaluation Scales.
As a result of two-plus decades of research contributions on assessment and students with disabilities, Steve achieved Fellow status in the American Educational Research Association and the American Psychological Association, and in 2009 was also selected as a Senior Scientist for Division 16 of the American Psychological Association.
Mandy Brent, Consultant Speech Pathologist
Organisation and Curriculum Change for Adolescents with a Language Learning Disability
Robert Conway PhD, Dean, School of Education, Flinders University
National Education Activities and Students with Special Educational Needs Included, Excluded or Just Ignored?
Michael Davies PhD, Griffith University
Large-Scale Inclusive Assessment and Accountability in Australia
Stephen N. Elliott PhD, Vanderbilt University USA
Social Skills: Key Academic Enablers
Lorraine Hammond PhD, Edith Cowan University
"Okay, I'm going to teach phonological awareness and phonics but you'll have to show me how to do it"
Edward J. Kame'enui PhD, University of Oregon USA & Patricia A. Travers EdS
Cultivating Continuous Improvement to Criterion-level Performance: Using Student Performance Data to Plan Reading Instruction in a School-wide RTI System
Ilektra Spangdadou PhD, The University of Sydney
Involving Children in the Assessment Process: Implications for Practice
Associate Professor David Evans
This two-day conference is approved as 12 hours Institute Registered Continuing Professional Development for maintenance of accreditation at Professional Competence. NSWIT Course Code C04293. Please provide your 6-digit Institute Number on your registration form if you want your participation recognised.
Participants may attend this conference as a stand-alone event, or as part of the Certificate in Educational Studies (Learning Support).
Fees & Registration
Download a registration form (66KB PDF)
Fes per person, GST inclusive. Group rates apply to two or more registrations from the same school or organisation
|Conference - 2 days (Mon 28 & Tue 29 June)
|Conference - 1 day (Mon 28 OR Tue 29 June)||$220
|Certificate in Educational Studies (Learning Support)
(Fee includes two-day conference + five Thursday evening workshops)
|Optional assessment for upgrade to postgraduate credit||$880
Please email or phone her on 02 9351 8520 (WedFri).