Presenter: Dr. Alberto Maydeu-Olivares
When: April 25th, 2013, 11:00am-12:00pm
Where: 270 Mabel Lee Hall
Title:Goodness of Fit Assessment of Item Response Theory Models
Abstract
This presentation will provide an overview of fit assessment methods for item response theory (IRT) models.
Presenter: Dr. Clayton Cook
When: April 24th, 2013, 3:00pm-4:30pm
Where: 250 Teachers College Hall
Title:School-based Mental Health: Using MTSS as a System Change Framework to Translate Evidence-Based Practices to the Real World
Abstract
This presentation will discuss the importance of school-based mental health and the use of a multi-tiered system of support.
Presenter: Dr. Robert Mislevy
When: April 8th, 2013, 2:30pm-4:00pm
Where: 139 Teachers College Hall
Title:Some Conceptions and Misconceptions about Evidence-Centered Assessment Design
Presenter: Dr. Robert Coplan
When: January 29th, 2013, 2:30pm-3:30pm
Where: 262 Mabel Lee Hall
Title:Speaking Up for the Quiet Ones: Shy Children at School
Abstract
For many young children, it is a common experience to feel somewhat wary or nervous when meeting unfamiliar people or encountering new situations. However, about 15% of young children are considered extremely shy, routinely experiencing fear and anxiety in social contexts to a degree that hinders their abilities to interact with other children. The school environment represents a particular challenge for shy children. This talk will highlight results from our ongoing program of research exploring different facets of shy children’s school adjustment, including socio-emotional functioning, academic achievement, teacher attitudes, and teacher-child relationships.
Presenter: Dr. Catherine Bradshaw
When: November 19, 2012, 2:00pm-3:10pm
Where: 138 Teachers College Hall
Title:School-Based Prevention of Aggressive Behavior Problems: Integrating and Advancing the Evidence Base
Abstract
Dr. Catherine Bradshaw will present from some large-scale studies of bullying and randomized controlled trials examining the impact of school-based prevention programs on child and adolescent outcomes related to educational, behavioral, and mental health concerns.
Presenter: Dr. Laura D. Hanish
When: November 9, 2012, 10:30am-11:30am
Where: 270 Mabel Lee Hall
Title:School Bullying in the Lives of Girls and Boys
Abstract
School bullying is a social phenomenon that is deeply embedded in the peer culture – a culture which has its roots in gendered patterns of interactions. Gender differences in interactional styles, exacerbated by gender segregated relationships, underlie how school bullying is manifested, impacting the prevalence of bullying and the identity of bullies and victims, the form that bullying takes, the social correlates of bullying, and even peers’ awareness of bullying. The purpose of this talk is to discuss how and why gender and gendered peer relationships impact school bullying. In doing so, I will take a social relationship perspective on school bullying. I will conclude by discussing how a school-based intervention can address the gender-based relationship processes that contribute to school bullying for girls and boys.
Presenter: Dr. Barbara Byrne
When: September 18, 2012, 9:00pm-12:00pm
Where: 21 Teachers College Hall (Buros Library)
Title:Testing for Instrument Equivalence across Cultural Groups: Procedures, Issues, and Complexities
Abstract
Conducting multigroup comparisons assumes that both the item measurements and dimensionality of the underlying construct(s) are group-equivalent. Structural equation modeling (SEM) represents one procedure for testing the validity of these equivalencies. When tests for instrument equivalence involve mono-cultural groups procedures are relatively straightforward. However, when comparative groups under study represent different national cultures, the process is much more complex and becomes increasingly so as the number of cultural groups expands and their socio-geographical roots become more widely divergent.
Presenter: Dr. Michael Kane
When: April 9, 2012, 2:30pm-3:30pm
Where: 139 Teachers College Hall
Title:The Argument-Based Approach to Validation
Abstract
Validity is associated with the interpretations and uses proposed for assessment scores, rather than with the scores themselves or the assessment. To validate an interpretation and use of assessment scores is to evaluate the plausibility of the claims being made, and in order to do this effectively, it is necessary to be clear what these claims are and what assumptions they entail.
Presenter: Dr. Holmes Finch
When: October 3, 2011, 11:00am-12:00pm
Where: 270 Mabel Lee Hall
Title:Group Invariance Assessment in Latent Class Analysis
Abstract
Latent class analysis (LCA) is widely statistical technique for identifying subgroups in the population based upon multiple indicator variables. It has a number of advantages over other unsupervised grouping procedures such as cluster analysis, including its stronger theoretical underpinnings, more clearly defined measures of model data fit, and the ability to conduct confirmatory analyses. In addition, it is possible to ascertain whether an LCA solution is equally applicable to multiple groups through invariance assessment techniques. This study describes multiple statistics for detecting group invariance in the conduct of LCA, including a chi-square difference test and several information indices. In addition, the effectiveness of these methods is compared with a simulation study, and they are demonstrated in an application with the Youth Risk Behavior Survey (YRBS).
Presenter: Mr. Reza Badiee
When: March 4, 2011, 2:00pm-3:00pm
Where: 139 TEAC
Title:Human Rights and Peace
Abstract
Mr. Badiee will speak about his life and activism in Iran. He will discuss the years of torture he experienced and the meanings he gleaned from it. He will also discuss Iran's and the Middle East's past, present, and future, and talk about what needs to be done.
The Ethnic Minority Affairs Committee (EMAC) looks forward to seeing you there. Please contact Dr. Doug Kauffman (dkauffman2@unl.edu) if you have any questions.
Presenter: Dr. Cheryl-Anne Poth
Assistant Professor
University of Alberta
When: February 18, 2011, 12:00pm-1:00pm
Where: 139 TEAC
Title:The Unique Contribution of the Mixed Methods Researcher
Abstract
My review of the literature reveals a need for making explicit the unique contribution of a mixed methods practitioner within a research team to build credibility that is neither qualitative nor quantitative-focused. Building on my own experiences, I will discuss the roles I have played and provide a framework identifying the knowledge and skills needed by a mixed methods practitioner at each stage of the research process. The findings have mplications for practice and for shaping how future educational opportunities in mixed methods education are provided.
Presenter: Dr. Li-fang Zhang
Professor
University of Hong Kong
When: November 16, 2010, 11:30-1:00pm
Where: Buros Library, 23 TEAC
Title:The Nature of Intellectual Styles: Research Challenges, Milestones, and Agenda
Abstract
Dr. Zhang will be speaking on the nature of intellectual styles and the challenges they present.
Presenter: Dr. Seung-Ming Alvin Leung
Professor
Chinese University of Hong Kong
When: November 4, 2010, 11:30-1:00pm
Where: 270 Mabel Lee
Title: The Career Development of Chinese University Students:
Empirical findings on the Effects of Parental Expectations,
Filial Piety, and Cultural-Values Conflict
Abstract
This presentation will examine the cross-cultural limitations of career development theories,
especially for cultural groups with a collective value-orientation, such as, found with Chinese
individuals. Based on this critique, three recent studies to examine the effects of collective
cultural-values on the career development of Chinese university students are examined. In
the first study, the effects of cultural-values conflict (that is, the co-existence of traditional
and modern cultural values) and parental expectations on career decision-making difficulties
are examined. For the second study the effects of filial piety on career choice and develop
ment are addressed. In the third study, parental expectations on adolescents' career choice
is compared with the career aspirations of the children. The findings from the three studies
are integrated and discussed in relation to theory, research, and practice.
Presenter: Dr. Buket Akkoyunlu
Professor
Hacettepe University in Ankara, Turkey
When: March 22, 2010, 1:00pm
Where: TEAC 204
Title: Technology Related-Research in Turkey
Abstract
Dr. Akkoyunlu will be discussing the technology-related research being conducted by the Education faculty at Hacettepe University.
Presenter: Roxana Moreno
Professor
University of New Mexico
When: November 2, 2009, 3:00pm
Where: TEAC 139
Title: Instructional Technology: Creating a Window of Cognitive Engagement for STEM and Teacher Education
Abstract
How might technology serve the goal of promoting science, technology, engineering, mathematics (STEM) and teacher education? In this talk, I offer an answer to this question by reviewing the findings of a research program aimed at applying a cognitive-affective theory of learning with media to guide the design of educational technology. Based on this theory, I start by making the case for the need to design instructional technology that opens students’ window of cognitive engagement, reduces extraneous processing, and increases essential and generative processing. Then, I present the empirical support for this argument by reviewing several studies of interactive STEM and teacher education technologies. Under the light of the results, I summarize some of the conditions under which technology-based environments might promote students' learning and positive learning perceptions.
Presenter: Robert Calfee
Professor
Stanford University
When: August 24th, 2009, 3:00pm
Where: TEAC 139
Title: When Reading Comprehension is Not Enough
Abstract
“Students learn to read, and then they read to learn” A frequent phrase, but probably wrong on all counts. “Getting meaning—comprehension—is always the goal of reading.” Also frequently heard, but also probably misleading.
The text – structure and substance – along with the reader’s purpose – comprise a braid of understanding, which take shape as scraps of mismatched string, a tangled snarl, or a brilliant and multicolored tress. In U. S. schools, the transition from elementary to middle schools marks a critical point where texts and reading strategies undergo enormous changes. The transition is chaotic for many reasons, and the abrupt transformations in language and literacy demands are understandably overlooked. These students certainly face new challenges, but the greatest of these may be that it suddenly matters what they read and how they read it.
This presentation is co-sponsored by the Center for Instructional Innovation and the Department of Educational Psychology.
Presenter: Carlos Cortés
Professor Emeritus
University of California-Riverside
When: April 3rd, 2009, 10:30am
Where: TEAC 139
Title: The New Multiculturism
Abstract
The New Multiculturalism reflects the changes that have occurred in the nature of U.S. multiculturalism and the ways that people have viewed and reacted to those changes. Among the topics to be examined are the changing nature of the perception of multiculturalism, the social dynamics of demographic "tipping," the intersection of categorical silos, the reshaping of diversity categories, the expanding circles of inclusivity, the balancing and setting limits to the imperatives of unity and diversity, and the globalization of diversity. These topics and their implications for the diversity of colleges and universities are discussed.
This presentation is part of the Department of Educational Psychology's Century Speaker Series
Presenter: Dr. John Young
Educational Testing Services
When: March 30th, 2009, 3:00pm
Where: TEAC 139
Title: Ensuring Valid and Fair Content Assessments for Language Minority Students
This presentation is part of the Buros Center for Testing-Educational Testing Service Annual Lecture Series
Presenter: Kadriye Ercikan
Associate Professor
University of British Columbia
When: February 20th, 2009, 9:30am
Where: TEAC 250
Title: Validity and Comparability Issues in Cross-Cultural and International Assessments
Abstract
Tests have been administered to groups of individuals from different cultures, within the same country or across countries, ever since tests have been in use for assessing a multitude of educational and psychological constructs. Challenges in such multicultural assessments are great and multi-faceted. Perhaps ones that are most easily understood are those due to different languages in these cultures. It is obvious and well understood that testing individuals in a language they do not speak or understand will not provide meaningful assessment information. Therefore, the use of multiple language versions of tests is not only desirable but necessary for many tests that involve individuals from different cultures. This presentation will focus on validity and discuss findings and methodologies used in examining construct and score comparability in multilingual assessments.
This presentation is part of the Department of Educational Psychology's Century Speaker Series
Presenter: Jennifer Greene
Professor
University of Illinois
When: September 19th, 2008, 2:30pm
Where: TEAC 139
Title: Just What is Being Mixed in Mixed Methods Social Inquiry?
Abstract
Mixed methods approaches to social inquiry are attracting researches from fields as divers as education, nursing, natural resources, public health, and international development. With their work, practitioners are thus importantly shaping the conceptual contours and character of mixed methodology, in ways ever creative and inventive. Among the core issues being shaped interactively by scholars and practitioners of mixing methods is the question—just what is being mixed in mixed methods social inquiry? Is it sensible or even possible to ‘mix’ different ways of knowing, as reflected in individual inquirers’ mental models? Can the integrity of methodologies as different as quasi-experimentation (Thomas Cook and Donald Campbell) and portraiture (Sara Lawrence-Lightfoot) be maintained when ‘mixed’ in the same study? And what does it really mean to ‘mix’ measures and forms of data? These issues will be engaged at both conceptual and practical levels in this presentation. Skeptics welcome.
Presenter: Sandra L. Christenson
Professor of Educational and Child Psychology
University of Minnesota School Psychology Program
When: February 25, 2008, 3:30pm
Title: The Relevance of Family-School Connections for Positive Student Outcomes: Lessons Learned from Research and What It Means for Practice.
This presentation is the third of the Creating Connections Series, sponsored by the Nebraska Center for Research on Children, Youth, Families and Schools.
Presenter: Barbara Byrne
Emerita Professor, School of Psychology
University of Ottawa
When: April 4th, 2008, 10:00am
Where: MABL 270
Title: Testing for Measurement Equivalence across Multiple Cultures: Many Problems and Few Solutions
Abstract
A critical prerequisite to multigroup comparisons is knowledge that the assessment instrument is operating equivalently (i.e., it is invariant) across the groups of interest. More specifically, it is assumed that both the perception of item content and the dimensionality of the underlying construct are group-equivalent. Structural equation modeling provides the analytic means to testing for these equivalencies. When tests for invariance involve mono-cultural groups, procedures are relatively straightforward. However, when comparative groups represent different cultures, the process is much more complex and becomes increasingly so as the number of groups increases and the geo-cultural bases diverge. These complexities are reviewed and a modified approach to the usual tests for equivalence proposed when research involves large-scale studies of multiple cultural groups.
This presentation is part of the Department of Educational Psychology's Century Speaker Series
Presenter: Dr. Brent Bridgeman
Educational Testing Services
When: April 14th, 2008, 3:00pm
Where: TBA
Title: Test Time Limits as a Threat to Validity: A Tale of Accidental Discoveries, Unintended Consequences, and Counter-Intuitive Results.
This presentation is part of the Buros Center for Testing-Educational Testing Service Annual Lecture Series
Presenter: Dr. Jane Forman
Research Scientist
Department of Veterans Affairs Center for Clinical Management Research
Ann Arbor, Michigan
When: April 11, 2008, 12:30am
Where: Teachers College Hall 139
Title: Qualitative Research in the Health Sciences
This presentation is part of the CEHS Visiting Scholar Lecture and by the Office of Qualitative and Mixed Methods Research
