JURE 2011 Workshops
JURE 2011 organises seven workshops during the first day of the pre-conference, on Monday August 29, 17.30-19.30h.
The workshops cover a range of topics related to conducting and communicating educational research. They are run by experienced facilitators in their fields and are an excellent opportunity to work with experts to develop your research in a friendly and thought-provoking environment.
The advance registration is closed. Registration was based on the first come first serve principle.
You can view the list of registrants, here.
If you would still like to register, you can do so at the registration desk at
the JURE pre-conference, where you will find the list of workshop registrants
and also the waiting list.
Please inform us shortly if you have to cancel your registration
so that we can offer your place to another participant waitlisted.
See you soon in Exeter !
If you have questions about the workshops and your registration, please to contact Dirk and Janine at firstname.lastname@example.org .
List of Workshops
1. Conducting Effective and Efficient Conference Presentations
Filip Dochy, University of Leuven
Daniel Fasko, Jr., Bowling Green State University
Sharla N. Fasko, University of Detroit Mercy
2. A Basic Introduction to Structural Equation Modeling Techniques
Johannes Bauer, Technische Universitat Munchen
3. Motivation and Strategies for Publishing in Academic Journals
Sanna Jarvela, University of Oulu
4. Careers in Academia
Ros Fisher, University of Exeter
Wim Gijselaers, Maastricht University
David Gijbels, University of Antwerp
5. Multiple Methods in Research on Learning and Instruction
Michaela Glaser-Zikuda, University of Jena
6. Pitfalls and Opportunities in Evaluation Research
Alexander Minnaert, University of Groningen
7. Qualitative Analysis of Classroom Dialogue
Judith KleineStaarman, University of Exeter
For more information on the workshops, please check the following short descriptions that were provided by the workshop leaders:
WORKSHOP 1 - Conducting Effective and Efficient Conference Presentations
Filip Dochy, Daniel Fasko, Jr., & Sharla Nichols Fasko
The objectives of this workshop are to:
- provide information to participants and to demonstrate various best practices for writing proposals for presentations, posters, symposia, etc. for conferences;
- provide for hands-on activities for participants, such as creating posters, power point slides, etc. in order to develop excellent skills for these activities;
- demonstrate proper techniques in how to present a paper, poster, and symposia sessions;
- enhance presentations skills of participants.
Note: Participants will be required to bring either a proposal for a paper, poster, etc. they are currently developing, or a paper, poster, etc. that they will be presenting either at the EARLI conference or elsewhere.
The following are the activities for participants at this workshop:
- How to write a proposal. This will include a short demonstration and actual preparation of a proposal by participants; this may include proposals that attendees are preparing or may have been rejected previously.
- How to create a poster. This will include a demonstration of various software programs for developing graphs, tables, etc. and power point slides.
- How to present a poster. This will entail a short demonstration on presenting a poster or one under development. The demonstration will be a role play with two of the presenters.
- Presentation of a poster. Participants will have an opportunity to present a poster and receive feedback from the workshop organizers.
- How to present a paper. This will entail a demonstration on how to structure the paper, present the message of the paper, “play” to the audience, hold the audience’s attention, and avoid monotonous reading, via examples and anecdotes. For example, Daniel Fasko and Filip Dochy will role play “poor” and “excellent” presentations.
- Presentation of a paper. Participants will have an opportunity to present their paper, and receive feedback from the workshop organizers, as well as their fellow participants.
The maximum number of participants is 25 persons.
Filip Dochy studied Physical Education, Educational Psychology and Law at the Universities of Gent and Leuven (Belgium). He received his PhD in Educational Technology in 1991. He is currently professor at the Center for Research on Teacher Training and Training Methodology and at the Centre for Research on Lifelong Learning and Participation at the University of Leuven (Belgium) and he is special professor of research into Educational Innovation & Information Technology at the University of Maastricht (The Netherlands). He is a member of the Dutch and Belgian schools of Educational Research and he is manager of the EARLInet (the European Educational Research network) and the EARLIweb. He was President of the European Association of Research on Learning and Instruction (EARLI) from 2003 till 2005. He is Founding Editor of the Educational Research Review. His areas of interest are: Educational Assessment (including new modes of assessment in (higher) education); New learning and learning arrangements; Assessment and dumetrics; Training and training methodology, both in corporate settings and in higher education; and Team learning and lifelong learning.
Sharla Nichols Fasko is on the faculty of the University of Detroit Mercy. Currently she serves as Director of the School Psychology graduate program. A graduate of the University of Cincinnati, Dr. Fasko is a Nationally Certified School Psychologist, a licensed psychologist, and active member of the National Association of School Psychologists. A frequent presenter at conferences and workshops, Dr. Fasko’s research interests include academic interventions in the schools, and consultation based services.
Daniel Fasko, Jr. is a Professor of Educational Psychology at Bowling Green State University where he teaches undergraduate and graduate courses in Educational Psychology and Life-Span Development. He is a member of AERA, EARLI, APA and other associations and is a frequent presenter, discussant, reviewer, and chair of sessions at national and international conferences. His research interests are in values education, the relationship between moral reasoning and critical thinking, and creative thinking. He is the outgoing editor of Inquiry: Critical Thinking Across the Disciplines, and is an ad hoc reviewer for Psychology of Aesthetics, Creativity, and the Arts, Learning and Instruction, and Argumentation. Dan co-edited with Wayne Willis Contemporary philosophical and psychological perspectives on moral development and education published in 2008 by Hampton Press. Prior to his employment at BGSU, Dan taught at Morehead State University, where he was honored as the 2000 Distinguished Researcher.
WORKSHOP 2 - A Basic Introduction to Structural Equation Modeling
Goals and Topics
This course will focus on the basic ideas and concepts of structural equation modeling (SEM) and is addressed to beginners. In the first part of this course, I will introduce basic ideas of latent variable modeling and provide a theoretical background how to test SEM. In the second part, you will get a short introduction on the Mplus software, andI will demonstrate how to fit different types of SEM with this software and how to read and interpret the output.
Prior experience or knowledge
The maximum number of participants is 30 persons. Participants should be familiar with regression analysis and exploratory factor analysis. No prior experiences on SEM are necessary.
Johannes Bauer is postdoctoral research fellow at the Technische Universitat Munchen, TUM School of Education, Department of Empirical Educational Research. His research focus is on teacher education and teacher professional development, professional and workplace learning, and learning from errors. Among current projects he is involved with are PaLea (“Panel Study of Teacher Students”) and ProfKom (“Professional Communication Skills for Medical and Teacher Students”).
WORKSHOP 3 - Motivation and Strategies for Publishing in Academic Journals
The aim of this workshop is to discuss and practice critical issues in publishing in academic journals. Writing an academic journal paper presumes not only a high quality research work, but also skills, strategies and motivation! The issues to be discussed and trained are:
- Publishing and academic career building
- Where to publish (impacts matter?)?
- ”A storyline” for writing an academic article
- Review process
- How the journal editors work?
- How to react to the editor’s feedback?
The maximum number of participants is 20 persons. The participants should take with their own journal article manuscript (if possible) and an example of a good quality empirical journal article in their research area.
Sanna Jarvela is a professor in the field of learning and educational technology and a head of the Learning and Educational Technology Research Unit (LET) (http://www.let.oulu.fi/) in the Department of Educational Sciences, University of Oulu. Her main research interests deal with social and motivational processes in learning, self-regulated and computer supported collaborative learning. She is an associate editor of Learning and Instruction and editorial board member in several scientific journals (e.g. iCSCL, Educational Research Review). Jarvela has published more than 80 scientific papers in international refereed journals and about 20 book chapters and two edited books.
WORKSHOP 4- Careers in Academia
Ros Fisher, Wim Gijselaers & David Gijbels
The structure of the workshop:
- The workshop leaders take each about 10 minutes to present themselves and to reflect (and advise) on the choices that we have made in our career and leave some space for questions.
- Focus group discussions
- We will split the audience into three smaller 'focus' groups (each guided by one of the workshop leaders) in which we discuss the issues like how to measure up for a career in academia, how do you balance getting the thesis completed with general career progression activities, how to prepare a suitable vita for an academic or research position?
- How can you assess whether your work environment fits your professional learning needs?
- What needs to be contributed by you to your work environment?
- What add-ons are needed to turn your talent into a successful professional career?
- Plenary - report back from focus group discussions
Rational for this workshop:
The intention of this workshop is to inform JURE about the unique route into an academic or research-based career.
The session serves three main purposes: (i) it informs the participants of the key milestones on this unique journey, (ii) informs them of what they need to do to develop their academic career and (iii) allows them to make an informed judgment as to whether they really want to enter an academic or research career.
The maximum number of participants is 25 persons.
Ros Fisher is Associate Professor in the Graduate School of Education at the University of Exeter. She moved into initial teacher training and educational research following several years as a primary school teacher in England and USA. She writes widely about classroom interaction and the teaching of literacy from a socio-cultural perspective. Books include Inside the Literacy Hour (Routledge, 2002), an edited the collection of papers from an ESRC funded research seminar series Raising Standards in Literacy (Falmer, 2002), and the recently published Using talk to Support Writing (Sage 2010) with Debra Myhill, Susan Jones and Shirley Larkin. She is currently involved in projects to evaluate the DCSF pilot Every Child a Writer programme and an Esmee Fairbairn funded project investigating the impact of dialogic talk on young children’s understanding of arithmetic. She is particularly interested in the use of Cultural Historical Activity Theory to explore classroom contexts.
David Gijbels is assistant professor of learning and instruction at the institute for education and information sciences of the university of Antwerp (Belgium). He is head of the research unit ‘research in education and professional development (REPRO)’ and is currently coordinator of the special interest group on learning and professional development of EARLI (SIG14). He is associate editor of Educational Research Review and editorial board member of Contemporary Educational Psychology, Active Learning in Higher Education and New perspectives in Learning and Instruction. He acted as a guest editor for Instructional Science, Advances in Business Education and Training and Develop. His research focuss on learning and assessment in higher education and the working life. www.ua.ac.be/david.gijbels
Wim Gijselaers is a professor in the field of professional learning and head of the department of Educational Research and Development (ERD), Maastricht University, the Netherlands: http://www.fdewb.unimaas.nl/educ_v2/?page=intro
His main research interests deal with social and cognitive processes in professional learning, and innovation and change in professional education. His current research projects deal with how visualization tools can guide engineering teams in new product development, how talented people can become experts in a professional domain, and how drop-out in professional education can be reduced through curriculum interventions. He is chief-editor of the Springer book series “Innovation and Change in Professional Education” and associated editor of the Springer book series “Advances in Business Education and Technology”. Wim has published more than 100 scientific papers in international refereed journals and books, and seven edited books.
WORKSHOP 5 - Multiple methods in research on learning and instruction
After overcoming the controversy regarding the combination of qualitative and quantitative methodologies (Creswell, 1995; Denzin & Lincoln, 1998), the application of multiple methods for “triangulation” is well accepted (Flick, 2004; Johnson & Onwuegbuzie, 2004). Since it was already in the 1970s introduced into the social sciences by Denzin (1978), the term triangulation has become very popular. Studies may incorporate multiple methods for investigation (methodological triangulation), various data sources in a study (data triangulation), the work of different researchers (investigator triangulation), and the use of multiple theoretical perspectives for the interpretation of results (theory triangulation) (Flick, 2004). In the last decades, the combination of qualitative and quantitative methods has become almost a commonplace in methodology and research textbooks in the social sciences (Banister, Burman, Parker, Taylor, & Tindall, 1994; Denzin & Lincoln, 1998; Mayring, Huber, Gurtler, & Kiegelmann, 2007).
These ideas were further integrated into what is known as the “mixed-model approach” (Tashakkori & Teddlie, 1998). The selection of a specific research method is no longer an ideological matter, but rather a rational choice with respect to the subject of investigation. A classification was developed based on a multilevel model which differentiates between three steps of methodological decisions in the research process regarding the research question (a more explorative, qualitative oriented or more confirmatory quantitative oriented), the data collection (qualitative and/or quantitative) and the strategy of data analysis (qualitative and/or quantitative) (Tashakkorie & Teddlie, 2003).
The workshop takes these developments into account. An introduction to the approaches of triangulation and mixed methods will be given. Research examples from studies focusing on learning and instruction will illustrate the application of various qualitative methods, and their combination with quantitative methods. Examples will be presented and discussed regarding potentials, as well as possible limitations of triangulation and mixed methods approaches. Participants are invited to present their own research for a methodologically oriented discussion.
Banister, P., Burman, E., Parker, I., Taylor, M., & Tindall, C. (1994). Qualitative methods in psychology. A research guide. Buckingham: Open University Press.
Creswell, J.W. (1995). Research design: Qualitative and quantitative approaches. Thousand Oaks, CA: Sage.
Denzin, N. K., & Lincoln, Y. S. (Eds.) (1998). Handbook of Qualitative Research, vol. 1 to 3. Thousand Oaks: Sage.
Denzin, N.K. (1978). The research act. New York: McGraw Hill.
Ercikan, K., & Roth, W.-M. (2006). What good is polarizing research into qualitative and quantitative? Educational Researcher, 35 (5), 14-23.
Flick, U. (2004). Triangulation in Qualitative Research. In U. Flick, E. v. Kardorff & I. Steinke (Eds.), A Companion to Qualitative Research (pp. 178-183). London: Sage.
Johnson, R.B., & Onwuegbuzie, A.J. (2004). Mixed method research: A research paradigm whose time has come. Educational Researcher, 33 (7), 14-26.
Mayring, Ph., Huber, G.L., Gurtler, L., & Kiegelmann, M. (Eds.) (2007). Mixed Methodology in Psychological Research. Rotterdam: Sense Publishers.
Tashakkori, A., & Teddlie, Ch. (Eds.). (2003). Handbook of mixed methods in the social and behavioral research. Thousand Oaks: Sage.
Tashakkori, A., & Teddlie, Ch. (1998). Mixed methodology: combining qualitative and quantitative approaches. Thousand Oaks, CA: Sage.
The maximum number of participants is 25 persons.
Michaela Glaser-Zikuda is a professor in the field of school education, learning and instruction, and director of the Institute for Educational Science at the University of Jena (http://www.ted.uni-jena.de/Team/Lehrstuhlinhaberin.html). Her main research interests deal with cognitive and emotional processes of self-regulated learning, innovative learning environments, and qualitative research methods. Currently, she is coordinator of EARLI's SIG 17. Michaela Glaser-Zikuda has published more than 60 book chapters, scientific papers in national and international refereed journals, and edited ten books.
WORKSHOP 6 – Pitfalls and Opportunities in Evaluation Research
A.E.M.G. (Alexander) Minnaert, University of Groningen
The purpose of this workshop is to provide young researchers with an overview of the ideal evaluation process, the problems that might arise and possible solutions to think of. If you are planning or executing an evaluation of an intervention in an educational setting, this workshop will provide you steps to help you get started in the planning process, to identify areas where you may need assistance, and to help in finding solutions to conduct an effective evaluation (tailored to your program or intervention). The purpose is not to provide a comprehensive list of all ins and outs to conduct an evaluation. Instead, the target is to present and debate on frequently occurring pitfalls and some likely solutions to tackle these pitfalls.
The maximum number of participants is 25 persons.
Alexander Minnaert is full professor in the domain of clinical educational research, student counselling, learning problems and educational research methodology at the University of Groningen. After a Master in Educational and School Psychology at the University of Leuven (in 1988), his teacher education certificate for secondary and higher education (in 1988), a post-graduate certificate in Learning and Instruction from the Friedrich-Schiller Universitat Jena (in 1995), he finished his PhD at the University of Leuven in 1996 on a longitudinal study among freshmen on academic performance, cognition, metacognition, and motivation. After a post-doc period at the Centre of School Psychology and the Centre of Research Methodology in Educational Sciences at the University of Leuven, he was appointed in 1997 as assistant and associate professor in instructional sciences at the Department of Education, Leiden University. From 2004, he became full professor in the domain of clinical educational research, student counselling, learning problems and educational research methodology at the University of Groningen. In 2007, he became coordinator of the Special Interest Group "Motivation and Emotion" of EARLI.
WORKSHOP 7 – Qualitative Analysis of Classroom Dialogue
This workshop will address the issue of capturing and analysing qualitatively the teaching and learning processes that happen through classroom dialogue. I will focus on practical issues, such as how to capture classroom dialogue, as well as methodological issues that relate to the analysis of classroom dialogue over time. I will also discuss the use of NVivo and other software for analysis classroom dialogue.
The maximum number of participants is 25 persons.
Judith KleineStaarman is a lecturer in education at the Graduate School of Education at the University of Exeter. Her PhD (at the Radboud University Nijmegen, the Netherlands) focused on the nature of collaboration in computer supported collaborative learning in primary education. Since moving to the UK, she worked on several (government funded) research projects, examining teaching and learning with interactive whiteboards, dialogic teaching in science classrooms and the ongoing 'Thinking Together' programme with colleagues at the University of Cambridge and others. Continuing research interests involve trying to understand the social, discursive and temporal nature of teaching and learning processes and examining the nature and role of dialogue and technology for teaching and learning. Judith is currently involved in an EU funded project on the use of visual languages for science (Metafora) and she is also developing research that explores the use of ubiquitous and mobile technology in higher education. In addition to her research activities, Judith teaches on a wide range of courses; she is director of the MEd in Technology, Creativity and Thinking and supervises several MSc, EdD and PhD students. She recently co-edited the 'International Handbook of Psychology in Education' by Emerald Group Publishing.