QM Seminar Programme

The QM Hub has had an active and sustained seminar programme for more than five years, hosting over 20 presentations each academic year.

The programme builds on a tradition of addressing substantive educational research questions using quantitative methods, as well as presenting a particular quantitative method which can serve as inspiration for educational research (and more widely for research in the social sciences). Presentations are given by both academics and higher degree students within friendly lunch-time seminars that are open to all. The programme is convened by Professor Steve Strand, Dr Lars-Erik Malmberg, and Dr Ariel Lindorff.

Presentations take place on Mondays in Seminar Room D from 12:30pm-1:45pm at the Department of Education, 15 Norham Gardens, Oxford OX2 6PY.  Click on the ‘How to find us’ link on the right for directions. If you do not have access to the Department, please call at Reception and you will be directed to the room.

Changing ties: some techniques for longitudinal social network analysis applied to support and advice sharing networks of teachers

04 June 2018 12:45 - 14:00
Seminar Room D

Speaker: Dr Chris Downey, Southampton Education School, University of Southampton

Convener: Dr Ariel Lindorff

More details to follow

Rethinking traditional survey-based research methods

11 June 2018 12:45 - 14:00
Seminar Room D

Speaker: Dr Andrew Maul, University of California, Santa Barbara

Convenor: Dr Ariel Lindorff

Abstract: It is commonly believed that self-report, survey-based instruments can be used to measure a wide range of human properties of relevance to education and the social sciences, such as self-control, growth mindsets, and grit. However, the typical strategies employed for the validation of such surveys fall short of providing the kinds of rigorous tests of relevant hypotheses commonly expected in scientific research. This presentation will consist of three parts. In the first part, I will aim to illustrate the deficiency of common validation strategies by presenting a series of studies in which respondents were presented with survey items deliberately constructed to be uninterpretable, but the application of the mainstream validation procedures nonetheless returned favorable-appearing results. In the second part, I will attempt to diagnose some of the meta-theoretical issues that have contributed to the present state of affairs, in particular by examining the legacy of operationalist and behaviorist modes of thinking in the social sciences. In the third part, I will discuss some possible strategies for the improvement of surveys, and of survey-based research more generally.