Annual Report 2013, Istanbul

Annual Report 2013, Istanbul

  • Total submissions received in network 11 were 81 (6 less than for ECER 2012: it represents a reduction of 7.95 % in relation to the previous Conference).
  • 77 submissions were accepted to be presented at ECER 2013 (3 less than for ECER 2012). This represents a reduction of 3.40 % in relation to the previous Conference; 3 submissions were redirected to other networks; 1 submission was rejected.
  • 4 submissions were accepted to be presented as posters; 2 submissions were accepted to be presented as workshops; 71 submissions were to be presented as papers.
  • Submissions were reviewed by 14 reviewers, all of them co-convenors of Network 11. Reviewers are academics proceeding from the following countries: Belgium, Czech, Germany, Latvia, Mexico, Scotland and Spain.
  • Every submission was evaluated by two reviewers.
  • 2 submissions were presented as workshops.
  • 3 submissions were presented as posters (although 4 were accepted for presentation).
  • Although 1 submission was initially proposed as a symposium, the author asked for the change to a workshop.
  • 63 submissions were presented as papers (although 71 were accepted for presentation, 8 of submitters withdrew the submission or did not register for the Conference).
  • The number of held sessions was the following one:
  1. 2 workshops
  2. 1 session of posters
  3. 25 sessions of papers
  4. 1 network meeting (presented by the link convenor)
  • Two joined sessions were held with network 9 (‘Assessment, Evaluation, Testing and Measurement’). 1 session was chaired by a network 9 convenor; the other one was chaired by network 11 link convenor. Both sessions were attended by a good number of delegates, who participated actively and expressed their satisfaction for the content, atmosphere, participation and interrelationship during the sessions. Delegates and convenors also expressed their wish of continuing having these joined sessions in future Conferences
  • Two other joined sessions were held with network 26 (‘Educational Leadership’). 1 session was chaired by network 26 link convenor; the other one was chaired by network 11 link convenor. Both sessions were also attended by a good number of delegates. Most of them expressed their satisfaction for the presented papers, for the interrelationship, intense participation and quality of the interventions. As in the joined sessions of network 11 and 9, delegates attending both sessions and the two link convenors expressed their purpose to organizing other joint sessions for other future Conferences.
  • Delegates who attended workshops, papers and posters proceeded from the 33 following countries: Austria, Australia, Belgium, Chile; Czech, Denmark, Dubai, Estonia, Finland, Germany, Greece, Ireland, Italy, Kazakhstan, Latvia, Lithuania, Norway, Poland, Portugal, Scotland, Serbia, Slovenia, South Africa, Spain, Sweden, Switzerland, Thailand, Taiwan, Turkey, United Kingdom, USA and Russia. The number of represented countries at the last year’s Conference was 32.
  • The number of attendants varied from different sessions: the most repeated range was 11-20 attendants (average 15 attendants); the second most repeated range was 21-30; there were 2 sessions with more than 40 delegates; two sessions were only attended by 1-10 delegates.
  • Presenters of the workshops were from Australia and from the USA.
  • Presenters of posters were from Norway (1 poster) and Spain (2 posters)
  • Presenters of papers were from the following 23 countries: Australia, Austria, Belgium, Chile, Czech, Denmark, Estonia, Germany, Greece, Latvia, Norway, Portugal, Russia, Scotland, Serbia, Spain, Sweden, Switzerland, Taiwan, Turkey, United Kingdom, and USA.
  • The 2 workshop sessions were focused on the following topics:
  1. Developing assessment and evaluation services of an institution of Higher Education
  2. Using entry scores to predict University completion
  • Exhibited posters referred to the following topics:
  1. Entrance examinations for the University
  2. Teacher collective efficacy and its influence on student’s problem behaviour
  3. Prospective study of the academic performance of vocational training students.
  • The 25 sessions of papers were focused on the following topics:
  1. Teacher’s effect on quality of education
  2. Curriculum axiological approach
  3. Quality assessment of Higher Education
  4. Educational treatment of diversity
  5. The study of quality improvement and researcher’s role
  6. Relations of standardized tests and evaluations to performance, attitudes, qualifications and transitions
  7. Pluralism and language learning
  8. Leadership for the quality of education
  9. School Inspection for the quality of education
  10. Quality of Secondary Education
  11. Assessment, effectiveness and school improvement
  12. Coexistence versus risk perception
  13. Educational effectiveness to impact productivity system
  14. Practices and resources affecting successful schools
  15. School success versus failure
  16. Family involvement and schooling to family help
  17. Functions of educational leadership at schools
  18. Students and schools in challenging circumstances
  19. Effectiveness of teachers’ professional functions
  20. Higher Education students’ performance
  21. Teaching professionalism and Inspection of Education
  22. Promotion of social and cultural integration
  23. Effectiveness of initial education
  24. School and student’s evaluation.
  • Functioning of the network sessions showed the following features:
  1. Rooms were generally available from the beginning to the end of sessions; all of them had space enough; temperature was pleasant, seating arrangement was appropriate and light was also appropriate.
  2. Equipment was available to every session, except for session 4 (11/09/2013) at 9:00-10:30. The computers for this session were not available in time: as a consequence, there was a delay in this session.
  3. Apart from this occasional delay, computers and the rest of technological materials worked satisfactorily; and programmes of computers were compatible to every presentation.
  4. Session timing worked out perfectly, presentations were well paced, time for every presentation (including discussion) was sufficient.
  5. At the end of one session 10B (10/09/2013 at 15:30-17:00) room was very noisy, because of the ventilator.
  6. Language of communication did not generally offer difficulties, especially during presentations; communication language (in English) was reasonably good in discussions, except for one session (10B).
  7. 45% of presenters gave a copy of the paper or its summary; other presenters promised to send attendants a copy by email.

Network meeting was held on session 11 (without other parallel sessions) on 12/09/2013, from 17:15 to 18:45.

  • Attendants to the meeting were 25 (7 more than in the last Conference)
  • According to the agenda announced to network convenors, the topics discussed at the meeting were the following ones:

        1-Acknowledgment to presenters, chairs, discussants
        2.- Collaboration research on Leadership and Quality of Education
        3.- Study and proposals to ‘EERA’s Agenda for Horizon 2020’
        4.- Proposals for WERA-IRN
        5.- ECER 2013 network 11 evaluation
        6.- Proposals to EERA Council and to promote network 11
        7.- Publication of ECER 2010-2011
        8.- Publication of ECER 2012-2013
        9.- Preparing ECER 2014
        10-Network 11 structure
        11.- Other themes.

  • Attendants to the network meeting expressed their satisfaction to have participated in this Conference and manifested their gratitude to the EERA Organizers, to the EERA Secretary, to the local committee, to the assistants from the Istanbul University and to the network 11 convenors.


Each network holds a Network Meeting during ECER and invites interested researchers to join. We have collected the network meeting minutes.
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EERA has published ECER statistics for each network since 2018.
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