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15th November 2023: Conversation analysis: Analysing talk-in-interaction (not just conversations!)

Wednesday 15th November 2023
Dr Daniel Lam

This talk introduces the basics of Conversation Analysis (CA) – something experts say we all do every day! We will look at how data is collected and analysed, and the application of CA in various fields of research – from classroom interaction and language tests to counseling and doctor-patient communication.

Recommended readings

Waring, H.Z. (2021). Conversation analysis. In K. Hyland (Eds.). B. Paltridge (Eds.). L.L. Wong (Eds.). The Bloomsbury Handbook of Discourse Analysis (pp. 21–34). London,: Bloomsbury Academic. DOI: 10.5040/

Walsh, S. (2021). Classroom discourse. In K. Hyland (Eds.). B. Paltridge (Eds.). L.L. Wong (Eds.). The Bloomsbury Handbook of Discourse Analysis (pp. 207–218). London,: Bloomsbury Academic. DOI: 10.5040/

[The methods sections in the following two articles provide brief descriptions of data analysis in CA.]

Lam, D. M. K. (2021). Don’t turn a deaf ear: A case for assessing interactive listening. Applied Linguistics, 42(4), 740–764. DOI: 10.1093/applin/amaa064

Jenkins, L., Parry, R., & Pino, M. (2021). Providing opportunities for patients to say more about their pain without overtly asking: A conversation analysis of doctors repeating patient answers in palliative care pain assessment. Applied Linguistics [Advance articles]. DOI: 10.1093/applin/amaa062

About the speaker

Daniel Lam is Lecturer in TESOL at University of Glasgow. He is passionate about exploring the nature of spoken interactions, and how interactional skills are taught, learned and assessed. Daniel has led and contributed to various research projects on language tests (e.g. Cambridge English Qualifications, IELTS), a substantial proportion of which involved the use of Conversation Analysis (CA).

With a personal mission of building bridges between different specialist fields, Daniel has delivered CA workshops to language testers, and testing/assessment workshops to conversation analysts, across contexts such as China, Egypt, Germany, Japan, Switzerland and Ukraine. He is also keen to facilitate application of CA beyond research, but also in practical contexts, among language learners, teachers, and examiners. See Daniel’s web profile for more information.

20th December 2023: Creative ‘child-friendly’ research methods – a cross-cultural exploration

Wednesday 20th December 2023
Dr Rhona Brown

This lecture will share the methods used to research children’s perceptions and experiences of in- and out-of school learning spaces in Tanzania. I will look at the challenges and opportunities opened up by using arts-based methods and go-alongs and ask: are some methods intrinsically better suited to researching with children?

Recommended readings

Ansell, N., Robson, E., Hajdu, F., & Van Blerk, L. (2012). Learning from young people about their lives: using participatory methods to research the impacts of AIDS in southern Africa. Children's Geographies, 10(2), 169-186. 

Clark, A., & Statham, J. (2005). Listening to young children: Experts in their own lives. Adoption & Fostering, 29(1), 45-56. 

Darbyshire, P., Macdougall, C., & Schiller, W. (2005). Multiple methods in qualitative research with children: more insight or just more? Qualitative Research, 5(4), 417-436. 

Punch, S. (2003). Childhoods in the Majority World: Miniature Adults or Tribal Children? Sociology, 37(2), 277-295.

About the speaker

Rhona Brown is a Research Associate in the School of Education at the University of Glasgow. Her main research interests are around the intersecting areas of pedagogies, learning, language and teacher education and much of her previous work has focused on low and middle -income educational contexts. Rhona completed her PhD at the University of Glasgow, in the Centre for Sustainable, Healthy and Learning Cities and Neighbourhoods in 2022, investigating primary children’s and educators’ perceptions and experiences of home, neighbourhood and school learning spaces in Tanzania. She went on to work as a Senior Research Associate with the Transforming Education for Sustainable Futures Network. She continues to develop her interest in creative and co-creative methods and ethical, equitable research partnerships.

17th January 2024: Participatory Methods: Opportunities and Challenges

Wednesday 17th January 2024
Gaston Bacquet

This lecture draws from my own experience as a participatory action researcher with Asian and South American teachers to discuss the possibilities, opportunities, critiques and limitations of participatory methods in educational contexts.

Recommended readings

Chevalier, J.M., Buckles, D.J. (2019), Participatory Action Research. Routledge.

Kemmis S., McTaggart, R. & Nixon, R. (2014). The Action Research Planner: Doing Critical Participatory Action Research. Springer.

Kothari, U., Cooke, B. (2001), Participation: The New Tyranny? Zed Books

Mirra, N., Garcia, A., Morrell, E. (2016), Doing Youth Participatory Action Research: Transforming Inquiry with Researchers, Educators and Students. Routledge.

Savin-Baden, M. & Wimpenny, K. (2012). Exploring and Implementing Participatory Action Research. Qualitative Inquiry, 31(2), 331-343.

About the speaker

Gaston Bacquet is a qualified teacher with over 20 years’ experience. He taught in Chile, Saudi Arabia, Myanmar, Japan and the UK, with experiences ranging from elementary and high-school teaching to working in government projects and lecturing at under and post-graduate level. He currently work as an Associate Tutor at the School of Education at Glasgow, leading seminars and supervising dissertation students in the MSc / MEd Educational Studies and TESOL programs.

As a researcher, he is interested in using participatory methods, in the intersection between nonviolent philosophical traditions, spirituality and decolonial pedagogical approaches, and how this intersection can help develop more inclusive, compassionate and ethical learning communities.

21st February 2024: Observational research methods: Is what you see what you get?

Wednesday 21st February 2024
Dr Matthew Thomas

Observational methods can yield immense and nuanced insights on a range of research topics due to their central emphasis on the social actions and relations of people. What ‘observations’ means and how they are utilised, however, can vary widely across research projects, academic fields, and disciplines. Moreover, observations can be conducted across a range of sites and formats – from primary school classrooms, to international organisation offices, to public parks, to social media platforms, and even through video recordings. Given the wide spectrum of possibilities for observations, this presentation offers a high-level overview of different types of observations, and a set of guiding questions for researchers eager to learn more about their potential application.

Recommended readings

Anderson-Levitt, K.M. (2004). Reading lessons in Guinea, France, and the United States: Local meanings or global culture? Comparative Education Review, 48(3), 229-252.

Emerson, R.M., Fretz, R.I., & Shaw, L.L. (2011). Writing ethnographic fieldnotes. University of Chicago press.

Denzin, N. K., & Lincoln, Y. S. (Eds.). (2005). The Sage handbook of qualitative research (3rd ed.). Sage Publications Ltd.

Luoto, J. M. (2023). Comparative education and comparative classroom observation systems. Comparative Education, 1-20.

Luoto, J., Klette, K., & Blikstad-Balas, M. (2022). Patterns of instruction in Finnish and Norwegian lower secondary mathematics classrooms. Research in Comparative and International Education, 17(3), 399–423. 

Mitchell, R., & Milligan, L.O. (2022). Lesson observations in sub-Saharan Africa: Bringing learners into focus. Cambridge Journal of Education

Molina, E., Fatima, S. F., Ho, A. D. Y., Melo Hurtado, C. E., Wilichowksi, T., & Pushparatnam, A. (2018). Measuring teaching practices at scale: Results from the development and validation of the TEACH classroom observation tool. World Bank Policy Research Working Paper, (8653).

Praetorius, A.-K., Rogh, W., Bell, C., & Klieme, E. (2019). Methodological challenges in conducting international research on teaching quality using standardized observations. In L. Suter, E. Smith, & B.D. Denman (Eds.), The SAGE handbook of comparative studies in education (pp. 269-288). SAGE.

Xu, Aranda, G., Widjaja, W., & Clarke, D. (2019). Video-based research in education: Cross-disciplinary perspectives. Routledge.

Tobin, J., Hsueh, Y., & Karasawa, M. (2009). Preschool in three cultures revisited: China, Japan, and the United States. University of Chicago Press.

About the speaker

Matthew A.M. Thomas is a Senior Lecturer in International and Comparative Education at the University of Glasgow, where he also leads the master’s program and convenes the research group in International and Comparative Education. His research examines education policies, pedagogical practices, and teacher and higher education. Matthew has worked as a public school teacher in the United States and a researcher, teacher educator, and international development practitioner across Australia, Indonesia, Mali, Nigeria, Tanzania, the U.S., and Zambia. Most recently, Matthew is the co-editor of Examining Teach For All (Routledge, 2021), the Handbook of Theory in Comparative and International Education (Bloomsbury, 2021), and Australian Universities (Sydney University Press, 2022).

20th March 2024: Using arts-based methods to engage with youth and other vulnerable populations

Wednesday 20th March 2024
Dr Sarah Anderson and Dr Yulia Nesterova

Qualitative research has increasingly been utilising visual methods such as drawing to collect richer insights from participants of all ages and backgrounds, including vulnerable populations. In this presentation, we will demonstrate the methodological potential of a structured arts-based workshop and reflect on its effectiveness in collecting rich data with young people.

Recommended readings

Anderson, S. K., & Nesterova, Y. (2024). Engaging Young People in Peace Education Research: Using an Arts Based Approach to Gain Congruence through Democratic Methods. International Journal of Qualitative Methods, 23. 

Dockett, S. & Perry, B. (2005). Children’s drawings: Experiences and expectations of school. International Journal of Equity and Innovation in Early Childhood, 3(2), 77–89.

Einarsdottir, J., Dockett, S., & Perry, B. (2009). Making meaning: Children’s perspectives expressed through drawings. Early Child Development and Care, 179(2), 217-232. 

Kearney, K. S., & Hyle, A. E. (2004). Drawing out emotions: the use of participant-produced drawings in qualitative inquiry. Qualitative Research, 4(3), 361-382. 

Maagerø, E., & Sunde, T. (2016). What makes me happy, and what makes me scared? An analysis of drawings made by Norwegian and Palestinian children. European Early Childhood Education Research Journal, 24(2), 287-304. 

Martikainen, J., & Hakoköngäs, E. (2023). Drawing as a method of researching social representations. Qualitative Research, 23(4), 981–999. 

About the speakers

Sarah K. Anderson, Ph.D. is a Senior Lecturer at the University of Glasgow in Scotland and Leader of the Pedagogies, Praxis & Faith Research and Teaching Group. She is a former high school educator who worked with students with emotional disorders, learning disabilities and other health impairments as well as taught English. Dr. Anderson served with the ND Association of Colleges for Teacher Education, and she is a Fulbright Scholar who spent the 2011-2012 academic year as a Roving Scholar in Norway. Her research interests include teacher appraisal for continual improvement, transition, progress monitoring for RTI, and effective instruction and interventions.

Yulia Nesterova, Ph.D. is a Lecturer in International and Comparative Education and Co-leader of Justice, Insecurity & Fair Decision Making IRT at the University of Glasgow. Her research focuses on peace education; community engagement in peacebuilding; and youth-inclusive peace processes. Yulia co-led the development of a strategy on youth engagement in Preventing Violent Extremism through Education and of a framework for Together for Peace programme for Asia-Pacific, both for UNESCO. She is a member of the International Working Group on Youth, Peace, and Security at FBA, the Swedish Agency for Peace, Security and Development; a co-chair of Peace Education SIG at CIES; and a trustee of Scotland’s International Development Alliance.

17th April 2024: Co-design methods for heritage learning in community-organisation partnerships

Wednesday 17th April 2024
Dr Nicole Smith

In this lecture, I will reflect on a recent research project with Historic England which worked with community-led archaeology groups with burial spaces to create new tools for recording these at-risk spaces through the use of learning networks and a co-design methodology. I will outline the methods that we are using to co-design digital tools for recording and the implications of this for biodiversity, conservation, interpretation, and ultimately planning at a local and national level. I will outline the underlying methodology for this work and talk about the challenges and opportunities of the co-design approach when working with multiple community groups, individuals, and larger organisations.

Recommended readings

Gros, B., López, M. Students as co-creators of technology-rich learning activities in higher education. Int J Educ Technol High Educ 13, 28 (2016).

De Jans, S., K. Van Geit, V. Cauberghe, L. Hudders, M. De Veirman, Using games to raise awareness: How to co-design serious mini-games?, Computers & Education, 110 (2017). Pp. 77-87.

Sterne, J., Bourdieu, technique and technology. Cultural Studies of Science and Education, 17, 367–389 (2003).

About the speaker

Nicole Smith is a Lecturer in Museum Education with a background in digital humanities, specialising in the connections between people and place via the process of heritage and interrogating the potential of creative practice and digital technologies to this end. Nicole has a background working in the cultural heritage sector, as a curator and as a specialist in digital technology implementation for museums, libraries, archives and art galleries. She works with locally focused arts and culture organisations, often adopting a participatory action research approach, and is interested in supporting the implementation of co-designed interventions for engaging with archaeology and heritage and in challenging recognition of impact in the arts and humanities. She several years’ experience in field archaeology focusing particularly on the relationship between archaeological research, creative practice, and public consumption of the past within the context of the Anthropocene. I have been involved in exhibition design, staging, and evaluation for cultural heritage since 2004. Researcher unique identifier:

15th May 2024: Comparing groups for statistical differences: How does choosing the right statistical test make a difference?

Wednesday 15th May 2024
Dr Utkun Aydin

The goal of this lecture is threefold: (1) to present comparison tests to beginners and experienced researchers alike applied to address the statistical differences between groups; (2) to provide some background information about t-tests and analysis of variance (ANOVA); and (3) reflect on statistical fallacies and how to avoid them. 

Recommended readings

Connolly, P. (2007). Quantitative data analysis in education: A critical introduction using SPSS. Routledge.

Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage.

Fraenkel, J., Wallen, N., & Hyun, H. (2018). How to design and evaluate research in education (10th ed.). McGraw-Hill Education.

Pallant, J. (2020). SPSS survival manual: A step by step guide to data analysis using IBM SPSS (7th ed.). Routledge.

Salsburg, D. (2001). The lady tasting tea: How statistics revolutionized science in the twentieth century. Macmillan.

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. Utkun is currently working as a data analysis advisor in a research project that investigates the relationships between math anxiety and problem-solving using behavioral and neuroscientific methods. She is one of the members of Math Team at School of Education who took Teaching Excellence Award at College Level (2023).
Twitter handle: @Utkun79

19th June 2024: An Introduction to R and R Studio for Exploratory Data Analysis and Data Visualization

Wednesday 19th June 2024
Dr Leping Mou

To meet the increasing need of graduate students and educational researchers in learning quantitative data management software, this lecture is designed to introduce R and R studio for quantitative data analysis and management. The lecture includes presentation and practice with a focus on exploratory data analysis and data visualisation.  

Recommended reading

Chang, W. (2018). R Graphics Cookbook, 2nd edition. O'Reilly Media. 

About the speaker

Leping Mou is a Lecturer in Education at the School of Education, University of Glasgow. His educational and professional background, as well as extensive experience, are rooted in various facets of higher education, including sociology of education, student development and success, international comparative education, and research methodology. His research primarily revolves around the intricate ways in which higher education fosters students' capabilities development for both career advancement and overall personal growth within diverse societal contexts. He approaches this investigation through a comparative lens, with a particular emphasis on promoting equity and inclusion. Before joining Glasgow, he worked at the Ontario Institute for Studies of Education (OISE), University of Toronto where he obtained his PhD in higher education and comparative international education.