IDSP17C Programme · UCL Institute of Education (IOE) London, 19 Jul 2017. Alexandros Xafopoulos. 2/10 IDSP17C Introductory. About IDSP (IOE Dissertation Support Project)

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IDSP17C Programme

10:00 – 10:30 Registration10:30 – 10:40 Introductory Speech

10:40 – 11:05 Keynote Speech11:05 – 11:35 Strand A: Universities – Session A1

11:35 – 12:05 Strand A – Session A2-

12:05 – 12:25 Tea & Coffee Break12:25 – 12:45 Academic Speed Networking

-12:45 – 13:15 Strand B: Schools – Session B1

13:15 – 13:45 Strand B: Session B213:45 – 13:50 Audience Voting

13:50 – 13:55 IDSP Dissertations of the Year Awards13:55 – 14:00 Closing Speech

Introductory Speech+ Alexandros Xafopoulos +IDSP 2017 Conference CoordinatorUCL Institute of Education (IOE)

London, 19 Jul 2017

Alexandros Xafopoulos IDSP17C Introductory2/10

About IDSP (IOE Dissertation Support Project)

• New promising project• Organised by IOE PG StARs & supported by UCLU• Offers free supportive events to UCL PGT students in

Dissertation Writing in Educational Research @ UCL• Events recorded & open to all UCL students & staff• 2 main actions

1. IDSP Presentations, IDSP17P, 5 successfully held.2. IDSP Conference, IDSP17C.

https://uidsp.wordpress.com/idsp17p

https://uidsp.wordpress.com/idsp17c


About IDSP17C (IDSP Conference 2017)

• New promising Conf. under IDSP

• Offers free supportive pres.s & speeches to UCL PGT diss.s in edu research.

• Aim: To generate space for sharing experiences, info, & support about diss. processes betw. UCL PGT stud.sconducting edu research.


IDSP17C Roles

• Coordinator• Host• Session Chairs• Managers: Media, Room, Submissions• Registry• Secretary• Videographer-Editors


IDSP17C Submissions

• Abstract Proposals• Current PGT diss.

• Topic: edu research

• RQ, implemented/suggested methodology, actual/expected findings


IDSP17C Review Process

• CriteriaClarity Unambiguous concepts

Coherence RQ, methodology, & findings well connected & justified

Cohesion Text elements grammatically well connected

Relevance Topic appropriate for PG diss.s in Edu


IDSP17C PGT Presentations

• 2 Strands• A: Univ.s• B: Schools

• 2 Sessions/Strand: A1, A2, B1, B2

• Session Chair• Q&A at end of session

• 2 Pres.s/Session: A1.1 … B2.2


IDSP17C Dissertation of the Year Awards (DYAs)

• Abstract peer-review: IDSP PGT DYA• On-site digital audience voting: IDSP PGT Audience DYA• Top reviewed & voted authors

• congratulated by IDSP Coordinator• offered ‘The Good Writing Guide for Education Students’ 4th ed.

by Prof Dominic Wyse & Kate Cowan• offered 1-min talk• sent a digital certificate


IDSP17C Warm Gratitude & Wishes

• Prof Norbert Pachler, IOE Pro-Director: Teaching, Quality & Learning Innov.

• Room bookings, catering, keynote speech arrangement, advice• Dr Clare Brooks, IOE Vice Dean Intl.

• Keynote speech• Prof Dominic Wyse, IOE DLL Head

• 2 book copies donation• UCLU R&C Dpt.

• Name badges, advice


IDSP17C Warm Gratitude & Wishes

• Organising Team & Assistants• Described in prev. roles

• 8 IOE PGT Stud. Presenters• 4 Session Chairs• 1 Conf. Host

• Numerous Participants• Engagement & feedback

Exploring Motivations, Methods and the Value of Student Feedback in Higher EducationNicky Pavitt

MA Higher and Professional Education

Context – Professional and personal

Professional

- Working in quality and student engagement

- Working with student reps

Personal

- Experience as a student

- Surveys and module evaluations

Context – Higher Education sector

• Higher Education and Research Act

• Teaching Excellent Framework

• Boycott the National Student Survey

• League tables

Research questions

Motivations for HE institutions to collect student feedback

How does an individual’s role within a HE institution shape their perception of student feedback?

What are viewed as the most effect methods and why?

Literature -Students as consumers Vs. Students as partners

“The more students are encouraged to assert their ‘consumer rights’, the more inclined they will be to be grumpy” (Watson, 2009:39)

No consensus on which methods are more effective

“Instances where the institution is progressive are characterised by students having primacy in decision-making […] with mechanisms in place for students to initiate, monitor and substantiate actions.” (Carey, 2016)

“Sector-wide surveys can add legitimacy, and often a sense of urgency, to institutional improvement efforts” (Kuh, 2001:15)

MethodologyComparative case study

Qualitative interviews

6 participants – Actively involved in student feedback practices

Thematic content analysis

2 Academic Senior Managers

2 Academic Programme Leaders

2 Student Engagement Administrators

2 Universities

Findings - MotivationsAccountability to students (consumers?)

“I think the biggest change has been the tuition fee trebling and the emphasis on quality and measurement […] Universities take their responsibilities to collect

and act on student feedback more seriously.” Anand

Enhancement

“As a student rep, you are not just talking about improving the student experience for your own classmates, but for the years to come” Pascale

Findings – Individuals rolesUnderstanding student voice

“I think because a lot of staff who work in management roles in HE may not have come from a HE background themselves. They could have come from all sorts of

different industries, where you don’t have anything at all like a student’s union model.” Carla

Academic staff - Marketisation and Risk

“If we are terrified of [failure]and students giving bad feedback marks, with NSS and TEF implications then it just makes everybody risk adverse.” Joshua

Findings - Methods Students as partners

“Students should be involved in how they learn. It makes for better decisions if your main stakeholder is involved in critiquing and reviewing your decisions.”

Anand

Trends

“The mechanisms like NSS and course feedback forms are better for […] understanding larger trends.” Douglas

Limitations •More participants

•The views of students

•The views of staff who do not greatly interact with student feedback

•Closing the loop – “The holy grail of student feedback”

Recommendations•Understanding and discussing the right methods for the reasons

•Triangulation

•Students as partners – not consumers

•Mitigating risk for academic staff

ReferencesCarey, P. (2016) ‘The impact of institutional culture, policy and process on student engagement in university decision-making’, Perspectives: Policy and Practice in Higher Education, 1-8

Kuh, G. (2001) ‘Assessing What Really Matters to Student Learning Inside The National Survey of Student Engagement’, Change: The Magazine of Higher Learning, 33:3, 10-17

Watson, D. (2009) ‘Unhappy Students’, pp.29-45, in Watson, D. (2009) The Question of Morale, Oxford University Press

Path Analysis of Student Engagement and Performance in an Online

Postgraduate Course

+ Alexandros Xafopoulos +

UCL IOE MA Education & Technology CandidateIDSP 2017 Conference PresentationUCL Institute of Education (IOE)London, 19 Jul 2017

Path Analysis of

Student Engagement

& Performance in an Online Postgraduate

Course

Alexandros Xafopoulos

Alexandros Xafopoulos Path Analysis3/16

Introduction (I) - Concepts

• Concepts

• Online student engagement (StdEng)

• Online student performance (StdPrf)

• Highly important in HE settings & their educational policies & plans


I - Aims

• Aim: model concepts’ effects

• StdEng on StdPrf & StdPrf on its following StdPrf

• 2ary aim: inform academic learning policy, design, & practice


I - Added Value

1. Offers insight into effects related to StdEng & StdPrffor successive online modules

2. Examines VLE PG Statistics modules, low represented & evaluated in literature


Research Framework (RF) - Design

• Based on post-positivist paradigm• Cross-sectional

• not considering diff.s betw. time frames• Correlational

• reality as system of interacting concepts affecting each other• Retrospective

• no participant recruitment; data created before conception of study• Deductive

• checking theory, formulated as hypotheses, on empirical data


RF - Context

• UCLMoodle

• 5 Statmodulesin 1 course


RF - Conceptual Framework

• Conceptual framework w. directional (+) hypotheses (H)


RF - Indicators

Indicators• StdEng as narrated slides completion % (Narrated1-5)

• StdPrf as MCQ quiz scores/10 (Quiz1-5)


RF - Operational Framework

• Concepts & Hypotheses• analysed & made measurable

• but only partial represented


Methodology (M) - Participants, Data, & Collection

• Participants: UCL PG students

• Data: 2ary VLE

• Data Collection: Moodle-integrated Learning Analytics tools• Activity report

• Grader report


M - Analysis

• Follows multivariate statistical Path Analysis• basic type of Structural Equation Modelling (SEM)

• type: covariance-based observed variable path analysis (OVPA)

• estimates regression coeff.s indicating effects of (independent vars) IVs on DVs

• simultaneous estimation of effects on several DVs


Findings (F)

• Main Findings• StdEng overall unexpected

weak! +iveeffect on following StdPrf

• StdPrf overall expectedvery strong +iveeffect on following StdPrf;1 explanat. of prev. weak


Discussion (D): Limitations

• RF• Conceptual & Operational Framework

• M• Participants, Collection, Coding, & Analysis

• Credibility


D: Recommendations

• PG course tutors to consider employing strategies & learning designs espec. in early learning stages1. to facilitate high StdPrfs

2. to handle low StdPrfs so that Stds remain motivated to highly perform throughout the course

• HE institutions to consider investing in training their tutors in this direction.


Reference

• Xafopoulos, A. (2016). ‘Path Analysis of Student Engagement and Performance in an Online Postgraduate Course’ (Unpublished dissertation). UCL Institute of Education, London, UK.

Postgraduate Writing Practices and Academic Literacies

Development

Research Overview• The study investigates the academic literacies development of

Indonesian postgraduate students studying at the IOE UCL by looking at their experience as MA students and in particular on their approach to writing their course module assignments.

• A focus on the writing assignments was chosen as academic writing is considered to be the ‘specialist forms of academic literacy’ (Hyland, 2013, p.53) which encompasses ‘much more than the generation of text-linguistic products’ (Candlin and Hyland, 2014, p.2).

• In postgraduate contexts, writing is a focal in communicating and demonstrating understanding and learning of domain-specific knowledge (Anson, 1988).

Defining Academic Literacies

• Spack (1997) uses the term to refer to the ability to read and write various texts in academic context.

• Lea and Street (1998) models three approach to student writing in university context: study skills, academic socialisation, academic literacies.

• Entering a disciplinary community encompasses an understanding of both the conventions (Bartholomae, 1985)and the conversations (Bazerman, 1985) of an academic discourse community.

The focus on second language writer in postgraduate context• Increasing number of international students in UK, with 7860

postgraduate students in 2015/2016 at UCL only (HESA, 2017)• Lack of agreement and consistency in postgraduate writing (Biber and

Gray, 2010; Elander et al., 2006)• Personal experience as a masters student coming from a different

education background

Research Questions

• How do the Indonesian postgraduate students draw on resources from their current learning contexts to support their academic literacies development?

• How do these students approach their writing assignments?• How do their written assignments reflect their approaches?

Methods• Naturalistic Qualitative approach drawing on data from five

participants through interviews (semi-structured and text-based), written documents (texts produced by the participants, their professors’ feedback on the papers, and their course modules).

• These participants were chosen as representatives of a particular group of International students coming from an education background which is different from the UK and because we share the same linguistic and cultural background, which may allow the process of investigation and interpretation more meaningful and appropriate (Riazi, 1997).

Data Findings for RQ 1

• Role of tutors: clarifying understanding of the subject knowledge“..having the classroom experience which allows us to discuss what we’ve read and also learn from the tutor made it easier for me.”“I have to be honest that the consultation with the tutors, although

they’re really helpful with either our confidence or directionality, where we wanna go with the writing, coursework, is not the strongest element.”“I would say the personal exploration of the literature, it has the biggest percentage of the knowledge that I get from here”

Data Findings for RQ 2• Difficulty in writing: finding own voice“Until now the difficult thing is to find my voice among the overwhelming arguments that I’m bringing into my paper. Sometimes your voice is swallowed in the arguments and that can entail to your paper being descriptive.”

• Approach to writing: a cyclic process“I can’t decide whether it’s more effective or not, but writing is a process even though I finish the third part, I can go back to review and revise it.”

Data Findings for RQ 3• Academic writing = complex sentences.“The more complex your sentence is, at least what I know to my subjective truth, the longer, the more complex, the more dependent clauses you put to your sentence, you would sound more fine, more sophisticated, more academic.”• Academic writing = critical thinking and synthesising skills.“They want us to be critically engage with the writing, you’re not reading and putting the summary on your paper, you are finding your voice in the paper.”“..very often we have to combine many thoughts and we have to be contrastive”

Conclusion and Limitation

• Postgraduate students’ academic literacies development appears to be a continual process which results from a combination of factors: rich supports in both academic and non-academic aspects, positive attitude in adapting to the academic context, and understanding in doing and negotiating the new identity.

• What the institution (and the programme) requires from students should be made as transparent as possible.

• The emic perspective seems to shape researcher’s interpretation of the data and assumes an extent of subjectivity.

The Impact of Online Degrees on Enrolment in the UK Higher Education

JIAQI LIMSc in Quantitative Research Methods

Department of Quantitative Social Science



Literature review

• To the best of my knowledge, quantitative evidence on this matter is scarce in the UK content or worldwide.

1200

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1600

018

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2000

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orts

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1995 2000 2005 2010 2015_time

1995-2015Enrolment of University of Portsmouth

Evaluation challenges

compare the university with itself?

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9.4

9.6

9.8

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1995 2000 2005 2010 2015year

University College London University of Portsmouth

Undergraduate Enrolment from 1995 to 2015

compare the university with others?

99.

29.

49.

69.

810

lnug

tot

1995 2000 2005 2010 2015year

The University of West London University of Portsmouth

Undergraduate Enrolment from 1995 to 2015

compare the university with others?

Evaluation challenges

1. Can’t compare the university with itself. The effect of online degrees on enrolment is difficult

to be separated from those caused by policy changes on tuition fees cap, loan, grant and

bursary (method challenge).

2. Can’t simply compare the university with others. It is difficult to know how enrolment would

have evolved in absence of online degree provision (method challenge).

3. The year of starting to provide online degrees is mostly different for each university, and not

available (data challenge).

In this paper, by coping with challenges mentioned above,

I ask

whether their enrolment experienced changes when some UK universities began to provide online degrees.

institution-level enrolment from 1995 to 2015• Higher Education Statistics for the UK by HESA (Higher

Education Statistics Agency)

20 universities’ accurate academic year of introducing online provision.• Email or telephone call• 20/25

Data

Method

• The Synthetic Control Method (Abadie and Gardeazabal, 2003; Abadie et al., 2010) .

• A weighted combination of other universities without online undergraduate degrees is used to construct a “synthetic” control university which best resembles the enrolment trend of each online degree provider before the academic year when they began to provide online degrees.

Horrible Mathematics

• 𝑌𝑌𝑖𝑖𝑖𝑖 = 𝑌𝑌𝑖𝑖𝑖𝑖𝑁𝑁 + 𝛼𝛼𝑖𝑖𝑖𝑖𝐷𝐷𝑖𝑖𝑖𝑖

• 𝑌𝑌𝑖𝑖𝑖𝑖𝑁𝑁 = 𝛿𝛿𝑖𝑖 + 𝜃𝜃𝑖𝑖𝑍𝑍𝑖𝑖 + 𝜆𝜆𝑖𝑖𝜇𝜇𝑖𝑖 + 𝜀𝜀𝑖𝑖𝑖𝑖

• ∑𝑗𝑗=2𝐽𝐽+1𝑤𝑤𝑗𝑗𝑌𝑌𝑗𝑗𝑖𝑖 = 𝛿𝛿𝑖𝑖 + 𝜃𝜃𝑖𝑖 ∑𝑗𝑗=2

𝐽𝐽+1𝑤𝑤𝑗𝑗𝑍𝑍𝑗𝑗 + 𝜆𝜆𝑖𝑖 ∑𝑗𝑗=2𝐽𝐽+1𝑤𝑤𝑗𝑗𝜇𝜇𝑗𝑗 + ∑𝑗𝑗=2

𝐽𝐽+1𝑤𝑤𝑗𝑗𝜀𝜀𝑗𝑗𝑖𝑖

• 𝑌𝑌1𝑖𝑖 −�𝑗𝑗=2

𝐽𝐽+1𝑤𝑤𝑗𝑗∗𝑌𝑌𝑗𝑗𝑖𝑖

• 𝑋𝑋1 − 𝑋𝑋0 𝑣𝑣 = 𝑋𝑋1 − 𝑋𝑋0W ′ 𝑋𝑋1 − 𝑋𝑋0

• Spend ucl computer roughly 3 minutes to calculate

University Weight

Keele University 24.8 %

London South Bank University 5.5 %

Queen Belfast 10.9 %

The University of Manchester 14.1 %

The University of Southampton 14.1 %

The University of Wolverhampton 0.5 %

University of Bedfordshire 30%

Synthetic University of Portsmouth

Event study analysis

• One would naturally hope to know the average treatment effect of the online degree on enrolment.

• One of the evaluation problems here would be that universities began to provide online degrees in different years.

• 𝑌𝑌𝑗𝑗𝑖𝑖 = 𝛼𝛼𝑗𝑗 + 𝛾𝛾𝑖𝑖 + ∑𝑦𝑦 𝛽𝛽𝑦𝑦𝐷𝐷𝑗𝑗𝑖𝑖𝑦𝑦 + 𝑦𝑦𝑦𝑦𝑦𝑦𝑦𝑦 + 𝑦𝑦𝑦𝑦𝑦𝑦𝑦𝑦2 + 𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡1 + 𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡2 +

𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡3 + 𝜀𝜀𝑗𝑗𝑖𝑖

Conclusion• Synthetic control method with case study: Some very successful stories and some nothing happens• Event analysis : Under simple ordinary least squared model, there is a systematic impact of the introduction of online degrees on enrolment.Under fixed effect model, there is no systematic effect.

Underpowered event analysis in terms of sample sizeAn initial step of a larger project investigating the impact of online degrees on the access to higher education in the UK

Topic

Dissertation

In Synchronous Online Tutoring Environments

- Lee Leewis, CCMMA Education & Technology

Towards a Guided Model of Tutor Metacognition

Who am I?

Summary

• Focus• Goal• Research Questions

• Structure of interactions• Pedagogical Strategies• Metacognitive Knowledge

Flavell (1979)

Metacognitive KnowledgeKnowledge

KnowledgeKnowledge

Metacognitive Experience

Schraw and Moshman (1995)

Metacognitive KnowledgeKnowledgeKnowledge

Knowledge

Task ConditionsPupil’s Affective StatePupil’s Cognitive State

Pupil’s Motivational StateCurriculum GoalsEpistemic beliefs

ResourcesSequenceStrategies

Task ConditionsResources

Performance requirementsInstructional Cues

InterestLearning Goal

Goal Orientation

MethodologyExploratory Case Study Design

Case Definition

Terms

Participants

Preliminary Observations & AnalysisNaturalistic F2F Tutoring

Step 1: Tutor asks question

Step 2: Student answers question

Step 3: Tutor feedback

Step 4: Tutor improves quality of answer

Step 5:Tutor assesses student understanding

- Graesser et. al. (1995) Collaborative Dialogue Patterns in Naturalistic 1-1 Tutoring 1

Computer-Mediated Tutoring

Step 1: Tutors orients learning focus

Step 2: Tutor establishes shared understanding

Step 3: Tutor asks question

Step 4: Student answers question

Step 5: Tutor provides feedback

Step 6: Tutor verifies student understanding

Declarative

ConditionalProcedural

Preliminary Framework:

Strategy Knowledge

Person Knowledge

Task Knowledge

Summary and Significance

Thank you for listening!

LESSONS FROM SETTING UP A FREE PRIVATE SCHOOL FOR DEPRIVED CHILDREN IN INDONESIASRI [email protected]

INTRODUCTION

• RATIONALE:

• Issues of public schools vs private schools: unequal access to quality education for underprivileged children

• personal experience

• RESEARCH AIM : To contribute to think about education and poverty in Indonesia

• RESEARCH QUESTION: What can I learn from others’ experiences of setting up a free private school for deprived children in Indonesia?

LITERATURE REVIEW

• Human Capability Approach (Sen, 1999)

• Poverty as capability deprivation

• Education is and for empowerment (human development)

• Education develops and expands capabilities

• Education for freedom (Liberation concept of education) (Freire, 1972)

• Conscientization; praxis (action & reflection); dialogical education; problem posing

• Humanising education (Dewantara, 1977)

• Taman Siswa school as garden; culture-based school; familial school; education for life

• Sistem Among independent; students-centered; educating the head, the heart and the hands

RESEARCH METHOD

• Qualitative study case study

• Setting : Lotus School, Indonesia (urban area, free, private school)

• Methods of data collections:

• Observation

• Interview : semi-structured; 15 participants (founders, school principals, teachers, students)

• Document Analysis : school documents

ANALYSIS

• School Profile

• Neighborhood slum area near the elite residences in urban area

• Type/Model independent private secondary school; open school ( junior secondary school) and community learning center (senior secondary school);

• Building and facilities 500m2, permanent &knockdown; two levels; 6 classrooms for 6 grades

• Students socioeconomically disadvantaged, 12-18 years old; 20 students/grade

• Teachers volunteer teachers;

• Curriculum C++ curriculum (national curriculum + practical skills + character education)

• Funding philanthropic support from founders, donation, foster parents program and government subsidy

ANALYSIS

• Lesson Learned Themes:

• The importance of clear aims and objectives vision, mission, school model, school culture, curriculum, pedagogy, assessment (integrated program)

• A tension between students’ need and school vision students recruitment, awareness and motivation

• Issues of volunteer teachers commitment; pedagogical experience; professionals;

• The importance of collaborative work and partnership funding; apprenticeship; community participation; government; public-private partnership

RECOMMENDATION

• Education policy bureaucracy of private sectors in education; regulation of non-formal education; government subsidy and teacher development program; public school mapping

• Education practice :

• teacher training;

• curriculum design;

• assessment process;

• Community participation

REFLECTION

• Contextual understanding through case study

• New perspective of education especially for deprived children

• Collaborative work and partnership

• Long life learning: professional and personal

“EDUCATION IS THE MOST POWERFUL WEAPON WHICH YOU CAN USE TO CHANGE THE WORLD”(NELSON MANDELA, 1918-2013)

"THE BEST OF PEOPLE ARE THOSE THAT BRING MOST BENEFIT TO THE REST OF MANKIND." [THABRANI & DARAQUTHNI)

THANK YOU

No Honour in Violence: Institutional Pathways to Help-Seeking for Survivors of “Honour”

Related Violence in Ontario

Anoodth NaushanMSc Social Policy & Social Research, UCL Institute of Education19 July, 2017

Honour-Related/Family Violence• Violence carried out in the family, mostly against women and girls;

• Enacted to protect or restore the honour of the family and/or community;

• Justified by stating that boundaries have been crossed/perceived to be crossed;

• Multiple perpetrators;

• Stereotyped as being endemic to Muslim or South Asian immigrant communities.

• Imagined mostly as forced marriage, FGM, or “honour” killings.

BUT…

• Every culture has honour, and honour is not an excuse

• Racism and Islamophobia

• Gender-based family violence

• HRV happens along a spectrum

HRV and EducationSchools and Universities

One Chance Rule: Young women spend most of their time at school. Educational institutions can play a big role in detecting and managing HRV.

Lack of Knowledge and Skills: Educators don’t know how to address this violence. Or judge how impactful their efforts are, and they don’t understand how their efforts perpetuate racism and Islamophobia.

o Case: Screening of the “Honour Diaries” in a school in Ontarioo Case: Aqsa Parvez and family mediation

Rationale• Abs ence of literature

• Abs ence of good policy and practice

• Deep pers onal and profes s ional commitment

Research Aims and QuestionsAims:

• To explain what honour-related violence is;• To theorize it in a new way as “gender-based family violence”;• To identify barriers and supports to help-seeking (finding and receiving support) among survivors of

HRV in Canada, specifically within service provision, policy and legislation;• To develop recommendations on promising policies and practices to improve survivors' access to

help-seeking, safety and justice.

Research Questions:• What are the barriers and supports to help-seeking experienced by survivors of honour-related

violence in Ontario, Canada?• What is the impact of current policy and legislation on survivors' access to help-seeking?

Methodology and MethodsEmancipatory research

Constructivist epistemology and critical theory standpoint

Qualitative methods• Documentary Analysis of Bill S7 (“Zero Tolerance for Barbaric Cultural Practices Act”)

• Semi-structured interviews: service providers and young Muslim women survivors in Ontario

o 6 service providers (teachers, counsellors, lawyers, policy makers, advocates)o 5 young women (aged 18-30, racialized, Muslim, first-generation, varied in terms of

education attained, employment and sexuality)

Breaking New GroundIt’s the first study:

1.To argue for the inclusion of survivors' voices in policy making on the issue of HRV in Canada.

2.To interview young Muslim women survivors in Ontario, ask how they navigate service provision, and

identify barriers and supports within service provision in Ontario.

3.To consider the impact of Bill S7 on young Muslim women's lives, specifically their pathways to help-

seeking when experiencing violence.

Breaking New Ground

4. To ask social service providers about the impact of Bill S7 on their ability to help

survivors, and how this legislation impacts their clients' pathways to help-seeking.

5. To consider the political context of Bill S7 within the policy triangle framework (Walt and

Gilson, 1994).

6. To identify policy and legislative alternatives to Bill S7 within existing policy provisions.

7. To develop a list of promising policies and practices on this issue in Ontario.

Top 9 Findings • Discomfort with the term HRV (racism and Islamophobia)• Fear of accessing help because of stigma, racism, and

inadequate services• Links between HRV and the trauma of war, displacement

and forced migration • Teachers need to pay attention to high-achieving students • Teachers need to be more culturally-sensitive, and trained

in ARAO and best practices on this issue• Criminalization will not help• Reliance on informal supports instead• Bill S7 was a propaganda tool (unnecessary and redundant)• "Nothing about us, without us"

*Reported in my dissertation as well as an executive summary and infographic

Clarity: The concept of ‘hierarchy of epistemologies’ to be more clearly explained.

Coherence: More details to be provided about research questions, methodology and fewer introductory. To mention expected findings.

Cohesion: Abstract to become one paragraph.Relevance: Ok

General: To remove references and quotations from the abstract.

Knowing how to learn, learning how to know:

Epistemic insight into secondary school pupils’ views of the Nature of Science

Narrative

FieldLiterature ReviewMethodologyFindings & AnalysisDiscussion

Field

Transmissive model

Literature Review

Social constructivistmodel

Literature Review

It is worth noting that Lederman’s US based 7 point definition concurs with the Anglo-centric definition expresswhere the stance is “..most people recognisescience as an important, but not exclusively valid form of epistemology.”

Literature Review

Scientific Knowledge:

1. Is tentative2. Is empirically based3. Is theory laden (hence subjective)4. Involves human inference, imagination & creativity5. Is socially and culturally embedded6. Distinguishes between observation and inference7. Distinguishes between theories and laws

Research Question

(3rd iteration)

Methodology

“Is there any discernable difference in the expressed views about the Nature of Science for students who have studied the IB Diploma programme when compared to those who have followed an A level GCE science programme?”

Questionnaire

Likert scale (5 point

Definitely or almost

definitely agree

Possibly disagree Uncertain Possibly agree

Definitely or almost

definitely agree

0 0 0 0 0

-2 -1 0 1 2 Methodology

The model of an atom given in textbooks matches reality.

Wilcoxon Mann Whitney test

Non parametric data

Null hypothesis – no statistically significant difference in the views

expressed as rank on the 5 point Likert scale

Flow Chart NOS

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

A - + - + + - - + - + + + - + + + + + - +

IB - + - + + - - + - + - + - + - + - + - +

WMW

P<

P<

P <

P <

P <

P<

P<

P <

P< Findings / Analysis

Discussion

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Documents

IDSP17C Programme · UCL Institute of Education (IOE) London, 19 Jul 2017. Alexandros Xafopoulos. 2/10 IDSP17C Introductory. About IDSP (IOE Dissertation Support Project)