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multivariate analysis and MLM

Quantitative methods and modelling

Presenter: Andrew Martin

Discussant: Paul Ginns

Time: 4:30-6:30pm, 29 October 2009 (refreshments at 4:30pm for 5:00pm start)

Venue: Room 351, Education Building (A35), The University of Sydney

Quantitative Modelling of Correlational Data in Educational Research, by Andrew J. Martin

This presentation examines quantitative modelling of correlational data in educational research, with particular focus on and examples from educational psychology. Traversing cross-sectional and longitudinal methodologies, the presentation looks at the various ways correlational techniques have been applied to answer important questions of relevance to educators, psychologists, policy makers, and researchers. Having scoped the yields of correlational data and research, the presentation then addresses some of the short-comings and limitations in correlational modelling that need to be addressed to fully progress educational research. Alternative quantitative (eg. experimental methods) and qualitative approaches are then introduced, with particular attention given to the questions these methods can answer that correlational methods cannot. Taken together, it is evident that complementing correlational modelling with other rigorous quantitative and qualitative techniques enables researchers to generate a more thorough understanding of key educational issues than any one of these techniques alone.

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Guest Seminar!

Quantitative-Substantive Synergies in Social Science

Presenter: Herb Marsh, Oxford University

Respondent: Raymond Debus, Sydney University

Time: 4:30-6:30pm, 20 August 2009 (refreshments at 4:30pm for 5:00pm start)

Venue: 351, Education Building (A35), The University of Sydney

Methodological-Substantive Synergies in Self-concept Research, by Herb Marsh

Professor Marsh’s self-concept research program represents a substantive-quantitative synergy, applying and developing new quantitative approaches to better address substantive issues with important policy implications. Self-concept enhancement is a major goal in many fields including education, child development, health, sport/exercise sciences, social services, organisational settings, and management. Self-concept is a multidimensional hierarchical construct with highly differentiated components such as academic, social, physical and emotional self-concepts in addition to a global self-concept component. Self-concept is also an important mediating factor that facilitates the attainment of other desirable outcomes. In education, for example, a positive academic self-concept is both a highly desirable goal and a means of facilitating subsequent academic accomplishments. However, the benefits of feeling positively about oneself in relation to choice, planning, persistence and subsequent accomplishments, transcend traditional disciplinary and cultural barriers. The purpose of this presentation is to provide an overview of Professor Marsh’s self-concept research in which he addresses diverse theoretical and methodological issues with practical implications for research, policy and practice, such as:

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