School of Education

Survey Research Beyond the Checkbox: Methods, Pitfalls, and Practice

Dr Utkun Aydin

Wednesday 15th October
15:00-16:30
Room 230, St Andrew's Building

Presentation: Slides - Survey Research Beyond the Checkbox

This seminar introduces key principles of survey research in education, covering design, implementation and analysis. We examine core methods, common pitfalls and practical strategies for effective design and analysis. Through lecture and hands-on activities, participants gain tools to craft reliable surveys and interpret findings with confidence.

About the speaker:

Dr Utkun Aydin, Lecturer in Initial Teacher Education – Mathematics Education

Utkun started her career as a research assistant and took a PhD in Secondary Science and Mathematics Education from Middle East Technical University, Turkey.  She has 20 years of experience of working full-time in international higher education institutions, teaching mathematics, mathematics education, and advanced research methods courses; moderating these courses; and participating in committees of learning and curriculum. Utkun’s research focuses on mathematics education, test anxiety, metacognition, test development/adaptation, and school-university partnerships. She is particularly interested in experimental designs, structural equation modeling, and multilevel modeling techniques. She participated as a data analysis advisor of several research projects supported by European Cooperation in Science and Technology and the Turkish Scientific and Technological Research Council. She is one of the members of Math Team at School of Education who took Teaching Excellence Award at College Level (2023), co-leaders of Quantitative Methods in Education SIG and associates of Centre for Transformative Change in Schools (CenTCS).

X handle: @Utkun79

Reading list

• Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. RoutledgeFalmer.
• Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. Mc Graw Hill.
• Gay, L. R., Mills, G. E., & Airasian, P. (2012). Educational research: Competencies for analysis and applications. Pearson Education.
• Nardi, P. M. (2018). Doing survey research: A guide to quantitative methods. Routledge.
• Rea, L., & Parker, R. (1992). Designing and conducting survey research: A comprehensive guide. Jossey-Bass.

Linear Regression

Sulemana Abdul-Karim

Wednesday 19th November
15:00-16:30
Room 230, St Andrew's Building

Please register here

Regression analysis is a fundamental technique used to model relationships between variables and make predictions. This seminar introduces the core concepts of regression, focusing on how dependent variables can be explained or predicted based on one or more independent variables. We will cover the intuition behind linear regression, the method of least squares, model evaluation, and assumptions underlying regression models. By the end, students will understand how to fit, interpret, and assess regression models. 

About the Speaker 

Sulemana Abdul-Karim is a PhD student in Economics with four years of teaching experience at the University of Glasgow. He teaches core courses in economics and econometrics and has been recognized for his outstanding contributions to education with an Excellence in Teaching award from the Adam Smith Business School. 

Recommended reading

• Angrist, J.D. and Pischke, J.S., 2009. Mostly harmless econometrics: An empiricist's companion. Princeton university press.
• Cameron, A.C., Trivedi, P.K., Cameron, A.C. and Trivedi, P.K., 2010. Microeconometrics using stata (Vol. 2). College Station, TX: Stata press.
• Dohoo, I.R., Martin, W. and Stryhn, H., 2012. Methods in epidemiologic research. VER.
• Heiss, F., 2016. Using R for introductory econometrics (pp. 216-217). Düsseldorf, Germany: Florian Heiss.
• Koop, G., 2013. Analysis of economic data. John Wiley & Sons.
• Wooldridge, J.M., 2016. Introductory econometrics a modern approach. South-Western cengage learning.

Wednesday 21st January
15:00-16:30
Room 230, St Andrew's Building

Please register here

Action Research as Praxis: Investigating and transforming our own practice  

Dr Gaston Bacquet

Wednesday 18th February
15:00-16:30
Room 230, St Andrew's Building

Please register here

This interactive session explores how Action Research (AR) bridges theory and practice through cycles of planning, acting, observing and reflecting. Through collaborative activities, you will examine whether AR suits your own research, map practice concerns to research questions, and develop initial AR cycle plans. We will discuss real challenges including time constraints, power dynamics and institutional barriers. The session will provide you with practical tools to assess AR’s feasibility for your context and context. 

About the speaker

Gaston Bacquet is an educator from Chile currently based in Scotland. He taught English and Social Studies in Chile, Japan, Saudi Arabia and Myanmar, taught at under and postgraduate level in the US and the UK, and has been engaged in teacher preparation in Chile and the UK. He currently teaches in the graduate program in Education Studies as well as the Asian Religions course for undergraduate students at the University of Glasgow.  

His scholarship uses Action Research to explore nonviolence as a vehicle for educational change and whole-person formation. His work emphasizes the use of nonviolent philosophical and theoretical approaches in teacher preparation and classroom relations.  

Reading list

• Mertler, C. (2017). Overview of the action research process. In Overview of the Action Research Process (Fifth Edition ed., Vol. 0, pp. 34-50). SAGE Publications, Inc, https://doi.org/10.4135/9781483396484.n2 
• Bacquet, G. (2024). How Much Participation Is Participatory? Opportunities and Challenges of Doing Participatory Action Research with Latin American teachers. Journal of Participatory Research Methods, 5(3). https:/​/​doi.org/​10.35844/​001c.123406 
• Hosein, A., & Rao, N. (2025). Moving beyond personal teaching theories: creating collaborative praxis models through action research. Educational Action Research, 1–17. https://doi.org/10.1080/09650792.2025.2541919 

Violence in our methods: Education research practice in settings affected by insecurity   

Dr Maria Jose Bermeo

Wednesday 18th March
15:00-16:30
Room 230, St Andrew's Building

Please register here

This seminar explores the unique challenges education researchers face when conducting studies in settings impacted by violence and armed conflict. Drawing on vignettes and case studies, we will examine the methodological tensions that arise across various stages of the research process— from design and fieldwork to data analysis and writing. The seminar will also offer practical strategies and critical questions to inform and guide future research in these complex environments. 

About the speaker

Dr Maria Jose Bermeo, Lecturer in Education Studies 

Maria Jose is a qualitative researcher with over 20 years of experience in the fields of education and peacebuilding. Her research and teaching interests examine the intersection of pedagogy and violence, with special attention to the configuration of teaching practice amid complex insecurity. Current and recent projects include an extended case study on teacher safety in Colombia and Ecuador, an action research project on equity, belonging and wellbeing in higher education, and projects to support teacher-led research on peace education innovations and inclusive education. Prior to her appointment at University of Glasgow, she was an Associate Professor at the School of Education of the Universidad de los Andes in Bogotá, Colombia. She holds a Ed.D and Ed.M. in Comparative and International Education from Columbia University Teachers College, and a M.A. in International Relations from St Andrews University.

Reading list

• Mendenhall, M. (2019). Data collection and evidence building to support education in emergencies. NORRAG Special Issue, 2, 9-13. Available at https://resources.norrageducation.org/storage/documents/nqvqcvRU7rlA4hf1KvTI9WKwTVYD2HnhoSa57QsX.pdf 
• Nordstrom, C., & Robben, A. C. (Eds.). (1995). Fieldwork under fire: Contemporary studies of violence and culture. Univ of California Press. 
• Theidon, K. (2014). How Was Your Trip? Self-Care for Researchers Working and Writing on Violence. Drugs, Security and Democracy Program Working Papers on Research Security, 2, 1-20. Available at Available at: http://webarchive.ssrc.org/working-papers/DSD_ResearchSecurity_02_Theidon.pdf 
• Krause, J. (2021). The ethics of ethnographic methods in conflict zones. Journal of peace research, 58(3), 329-341. Available through University of Glasgow Library. 
• Arjona, Ana M and Mampilly, Zachariah C. and Pearlman, Wendy, Research in Violent or Post-Conflict Political Settings (February 13, 2019). American Political Science Association Organized Section for Qualitative and Multi-Method Research, Qualitative Transparency Deliberations, Working Group Final Reports, Report IV.2 (2018) , Available at SSRN: https://ssrn.com/abstract=3333503   
• Drugs, Security and Democracy Working Papers on Research Security, Available at https://www.ssrc.org/programs/drugs-security-and-democracy-program/dsd-working-papers-on-research-security/ 

How to design and conduct interviews

Dr Ismail Ozgur Zembat 

Wednesday 15th April
15:00-16:30
Room 230, St Andrew's Building

Please register here

This seminar explores the science of conducting interviews as a qualitative research method. The session will provide an overview of interview techniques, from planning and preparation to execution. Participants will engage with key concepts such as interview design, question formulation, ethical considerations, and the role of reflexivity. The seminar will also address practical challenges, including building rapport, managing bias, and navigating power dynamics. Through discussion and examples, attendees will gain insights into how interviews can generate rich, meaningful data and contribute to research.

About the speaker

Ismail O. Zembat holds a PhD in Mathematics Education from The Pennsylvania State University, USA, and Master’s (coursework only) and BSc degrees in Mathematics from Ankara University, Turkey. His Ph.D. (1999-2004) centered on the development of mathematical concepts (e.g., fraction division) at the primary school level. Upon the completion of his Ph.D., he served as a lecturer at Hacettepe University, Turkey (2004-2007), an assistant professor at the United Arab Emirates University (UAE) (2007-2012), and an associate/full professor at Mevlana University, Turkey (2012-2015/2016). He has been working at the University of Glasgow since 2018. During his academic career, he has taught undergraduate and postgraduate courses in curriculum and instruction, statistics, mathematics, and mathematics education, predominantly incorporating constructivist principles. He has held various managerial positions (e.g., Department Head of Primary Education, Head of Graduate School for the Social Sciences, PGR Director) and has served in committees throughout his tenure. His research, conducted at various universities, has primarily focused on the nature of mathematical teacher knowledge, student learning in technology-enhanced learning environments, and curriculum development at both primary and secondary educational levels. His research methodology predominantly employs qualitative approaches, such as interviews and teaching experiments.   

Using creative reflection to reduce social desirability bias in surveys  

Dr Yulia Nesterova

Wednesday 19th May
15:00-16:30
Room 230, St Andrew's Building

Please register here

Measuring attitudes on sensitive topics is a persistent methodological challenge because standard self-report instruments are prone to social desirability bias. This bias can distort predictors and outcomes, compromising the rigour of research. Statistical control via social desirability scales offers only partial remediation. This lecture introduces a novel methodological tool that mitigates social desirability bias by eliciting responses through creative reflection—an open-ended, low-stakes task that prompts participants to express their views indirectly. This lecture details the process of designing such tasks, coding and analysing the data, and integrating these methods into broader research designs.  

About the speaker

Yulia Nesterova, Ph.D., is a lecturer in the School of Education. Her research explores issues at the intersection of youth, peace, security, and education with current projects examining the militarisation of children and youth-inclusive approaches to peacebuilding and reconciliation.

Project co-leads: Daria Khanolainen, Ph.D., is a postdoctoral researcher at the EDUCA flagship in Finland, whose work examines how social, cognitive, and emotional factors shape children’s academic achievement and well-being across development. Elena Semenova is a PhD student and teaching assistant in the Department of Psychology at McGill University. Elena's research interests include bilingualism and reading, and qualitative and quantitative research methodologies.

Reading list

• An, B. P. (2015). The role of social desirability bias and racial/ethnic composition on the relation between education and attitude toward immigration restrictionism. The Social Science Journal, 52(4), 459-467. https://doi.org/10.1016/j.soscij.2014.09.005 
• Reynolds, W. M. (1982). Development of reliable and valid short forms of the Marlowe‐Crowne Social Desirability Scale. Journal of Clinical Psychology, 38(1), 119-125. https://doi.org/10.1002/1097-4679(198201)38:1%3C119::AID-JCLP2270380118%3E3.0.CO;2-I 

Clearing the Myth of Mixed Methods Research: Epistemological and Practical Considerations 

Dr Leping Mou

Wednesday 10th June
15:00-16:30
Room 230, St Andrew's Building

Please register here

Moving beyond the simplistic notion of merely combining qualitative and quantitative strands, this workshop delves into the deeper epistemological and practical dimensions of mixed methods research (MMR). It will first clarify and justify the epistemological foundations of MMR, then move on to exploring its technical and practical aspects, including how "mixing" influences research design, data collection, and the synthesis of findings, illustrated by a research project on liberal arts education for student development. 

About the speaker

Leping Mou is Lecture / Assistant Professor and Deputy Director of the Centre for Research & Development in Adult and Lifelong Learning (CR&DALL) in the School of Education at the University of Glasgow. He previously worked at universities in Canada and China, including the University of Toronto and Shanghai International Studies University, before moving to Glasgow in 2023. His research focuses on comparative and international higher education, with particular interests in liberal arts education, whole-person development, and capability cultivation. He serves on the editorial boards of Studies in Higher Education and the Journal of Further and Higher Education. 

Reading list

• Caracelli, V. J., & Greene, J. C. (1993). Data analysis strategies for mixed-method evaluation designs. Educational Evaluation and Policy Analysis, 15, 195-207.  
• Greene, J. C. (2008). Is mixed methods social inquiry a distinctive methodology? Journal of Mixed Methods Research, 2(1), 7-22. 
• Jick, T. D. (1979). Mixing qualitative and quantitative methods: Triangulation in action. Administrative Science Quarterly, 24(4), 602-611. 
• Onwuegbuzie, A. J., & Leech, N.L. (2006). Linking research questions to mixed methods data analysis procedures. The Qualitative Report, 11(3), 474-498.