Traditional invariance testing via multiple group CFA is of limited utility when the number of groups is not small. Alignment optimization was recently developed to address this practical issue when the number of groups is not small (see Muthen & Asparouhov, 2013, 2014). This talk introduces alignment optimization and its utility in educational measurement invariance testing. A comparison with the traditional approach and examples of applications from recently published research are provided. Finally, a new measurement invariance study of intersectional groupings (ethnicity, gender, SES) and two longitudinally cohorts of several self-efficacy scales is presented, including discussions of the substantive findings, technical issues, and future directions.
All welcome to join in person.
If you wish to join online, pre-registration is required (no need to register again if you have already done so in a previous week of Trinity Term): Register to join this event online via Zoom
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Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.
Kason is a Titular Clarendon Scholar, a Hong Kong Jockey Club Oxford Graduate Scholar and a DPhil student at Department of Education, University of Oxford. He is currently a MSc tutor (Science Stream) in Learning and Teaching.
He was awarded a distinction in both his PGCE/QTS at Durham University and MPhil in Educational Research at the University of Cambridge. His MPhil was fully funded by Doris-Zimmern HKU-Cambridge Hughes Hall Scholarship and received Raffan Prize In Education from Hughes Hall, the University of Cambridge.
Kason has extensive secondary teaching experience in state schools in England. He is an academic working in the field of nature of science, multimodal representations, visualization and reading and writing in science. His research has been published in a range of journals in the areas of science communication, public health and science education. These journals include Humanities and Social Sciences Communications (Nature Portfolio), Studies in Science Education, Public Health, Transaction in GIS, Science and Education, Research in Science and Technological Education and International Journal of Science Education.
He is currently serving as an editorial board member of Research in Science and Technological Education. He is also a peer reviewer for a range of journals in the fields of science communication, science education, research method and applied linguistics such as Public Understanding of Science, Field Methods, Journal of Mixed Methods Research, Journal of Biological Education, Science and Education, Research in Science and Technological Education, International Journal of Bilingual Education and Bilingualism, and Asia-Pacific Educational Researcher.
Amelia is passionate about access to and the effects of environmental education globally, particularly in the Galápagos Islands of Ecuador.
Because she experienced a wealth of informal and non-formal environmental education from her parents and from explorations growing up in Southern Oregon, she is interested in researching how environmental education manifests in global communities. She fell in love with the Galápagos on a structured university-led trip during her undergraduate studies and realized that there was a dearth of research on social aspects of the communities living on the islands. Because of this, she pursued research in the Galápagos in 2014 on the prevalence of and access to both formal and informal (provided by numerous NGOs and government agencies) environmental education for students on the islands, and on the level of student environmental literacy in 28 schools.
Her Dphil research focus, under the supervision of Dr. Ann Childs and Dr. Steve Puttick, is on access to and effects of Experiential Environmental Education for students living in the Galápagos Islands, and on the production of research on the social sphere in Galápagos.
Prior to starting her Dphil at Oxford, she worked in alliances and partnerships at tech companies in the San Francisco Bay Area. Most recently, she was the Director of Global Partnerships at Conversica, a conversational AI platform, and cultivated, trained, and drove pipeline with select international resellers in APAC, EMEA, and LATAM, and with regional resellers in the United States. She also assisted with the design and construction of the Conversica partner program.
In her free time, she is a free-lance food photographer, food stylist, food blogger, recipe developer, and gluten free baker for her online blog and social handle, Sisters Sans Gluten (www.sisterssansgluten), which she created with her sister in 2018. She also continues to sing informally and takes voice lessons remotely with instructor Corey Head of San Francisco.
She holds a BA in both Anthropology and Music (vocal performance), and an MA in Latin American Studies from Stanford University. Highlights from Stanford include: playing and touring as a performing member of Stanford Taiko (Japanese ensemble drumming) for four years; singing with the Stanford Chamber Chorale led by Professor Steve Sano; studying voice with Wendy Hillhouse; participating in music department operas; performing in self-organized recitals showcasing western art songs, western musical theater, and Latin American art songs; studying abroad in Santiago, Chile; and learning Quechua during her masters program with Marisol Necochea.
Cindy works at the intersection of learning, design, and technology, with a keen interest in the orchestration of future-ready tech-enabled learning.
She is curious how the deployment of adaptive learning systems to schools will impact classroom learning and hopes to learn more about the human-machine partnership in education. Specifically, her research is concerned with the implications that the use of such systems has on teacher-student interactions, as teachers grapple with balancing personalised learning and learning in community, as well as curriculum demands and student interests. These are some tensions which could potentially be exacerbated by affordances of adaptive learning systems.
Prior to embarking on the DPhil in Education at Oxford, Cindy worked as the Lead Specialist in Technologies for Learning at the Educational Technology Division of Ministry of Education, Singapore. She had previously completed graduate studies at the National University of Singapore and Stanford University where she was awarded Master of Arts in English Studies and Master of Arts in Education.
Alexa Muse is a DPhil student in the Education Department. With eight years of English teaching experience (ages 11-17) both in the United States and abroad (Turkey and Russia), Alexa is interested in the intersection of equity-oriented education, teacher agency, and subversive curricular techniques. Other interests of hers include Cultural Historical Activity Theory, Figured Worlds, and narratology. Her undergraduate degree (BS Middle/Secondary English Education) is from Butler University in Indianapolis, Indiana (USA). Her Master’s degree (MSc Learning and Teaching) is from Oxford University; her dissertation has since been abridged and published in the English in Education journal.
Alexa Muse (2019): “Whilst I learn and live”: a comparative case study analysing the identity formation of seventh grade Turkish and International students via self-narratives in an English class, English in Education, DOI: 10.1080/04250494.2019.1621160
Bhabesh’s research Inquire into the systemic practices in a school to understand the implications of already existing classification of roles, and regulations based on power and control dynamics within the school. Also, focusing on the systemic apparatuses existing in a schooling system, wherein there is a categorical divide between the students
that are the academically poor and the administrative personnel who pose authority.
The Quantitative Methods Hub at the Department of Education, University of Oxford, offers its Advanced Quantitative Methods Summer School, this year consisting of seven different on-line courses running during three calendar weeks in May (in Oxford parlance these are called weeks 2, 3 and 4 of Trinity Term; 4-21/5/2021).
The courses require a basic understanding of multiple regression modelling or other multivariate techniques. Students and staff are welcome to attend one, some or all days by signing up using this portal https://www.oxforduniversitystores.co.uk/conferences-and-events/department-of-education/events/advanced-quantitative-methods-summer-school-2021.
The courses will take place online, and include a mixture of pre-recorded lectures and demonstrations, synchronous lectures, workshops and questions & answer sessions. Synchronous session sessions will run in zoom. Links to materials and zoom-sessions will be sent to participants. You will use R-studio and various R-modules, and Mplus (Mplus demo) during the courses. The teaching format will vary slightly from course to course (please see details for each course below).
Our program is:
Oxford Week 2
Tue 4/5 Thees Spreckelsen Intro to R
Wed 5/5 Thees Spreckelsen Data management and documenting in R
Thu 6/5 Thees Spreckelsen Generalized Linear Models (GLM) in R
Oxford Week 3
Mon 10/5 Luning Sun Intro to IRT modelling
Wed 12/5 Kit Double Multilevel modelling
Thu 13/5 – Fri 14/5 Prathiba Natesan Bately Simulations in R
Oxford Week 4
Mon 17/5 Lars Malmberg Intro Structural Equation Models (SEM)
Wed 19/5 Lars Malmberg Longitudinal SEM
Fri 21/5 Lars Malmberg Multilevel and intraindividual SEM
Cost per course: £25 for OU and Grand Union students, £100 for staff and external students, and £200 for professionals (£60 / £250 / £450 for the week).
Renyu completed her BA degree in Psychology at the University of British Columbia (Vancouver, Canada) and her MPhil degree in Education at University of Cambridge.
During her MPhil study, she worked with children aged 4 to 6 years to investigate the relationship between bilingualism, vocabulary size, and inhibitory control, and also to validate a novel app designed to assess early language development. For her Dphil study at Oxford, Renyu aims to explore the factors that might affect L2 pronunciation learning in young children and the interaction between children’s L1 and L2. She is particularly interested in the psychological factors that might influence a child’s L2 pronunciation.
Prior to studying at Oxford, Renyu worked as Research Assistant at the Assessment Research Group at British Council for one year and a half. She was involved in various projects, including gap analysis on reading demand and reading ability, participant feedback questionnaire design and analysis, design and recruitment for a new EAP task study, etc.