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Change and Relationships: Measurement, research designs and data analysis
Examining change and interpersonal relationships may pose considerable methodological challenges. An important aspect to consider when examining change in a particular variable is the non-independence between observations across time. The non-independence between individuals in dyads or groups needs also to be accounted for.
The workshop on Change and Relationships will address several issues regarding the analysis of non-independent observations across time and among individuals, focusing topics such as research design, measurement, and data analysis. These topics will be covered using a structural equation modeling (SEM) analytical approach. We will first focus on some methodological aspects associated with the study of change and with the study of dyads.
Distinct ways of collecting data across time and with dyads will be presented and design related issues will be discussed. We will then focus on data analysis, presenting and discussing some examples of longitudinal and dyadic Confirmatory Factor Analysis (CFA), panel models and latent growth curve models. In terms of dyadic analysis, special attention will be paid to the actor-partner interdependence model, to the analysis of distinguishable and indistinguishable dyads, to the mediation and moderation of dyadic effects, and to over-time analyses of dyadic data.
Marisa Matias, Ph.D
Date: Friday, 1st of July, 12:00 - 13:00, Room 249
Family School Partnering as an Evidence-Based Approach to Student Success
In this workshop a model of Family School Partnering (FSP) is presented as an evidence-based approach to prevent and address a host of challenges faced by young children and their families. Grounded in an ecosystemic framework, FSP involves collaborative work between families and schools with shared goals and responsibilities for positive student outcomes. This workshop will provide an overview of the model, followed by a review of the research supporting FSP practices. Finally, case example of FSP in action will illustrate how the model may be implemented.
Learning objectives - what is the intended knowledge outcome from your workshop
Participants in this workshop will obtain the following knowledge;
- The key features of the Family School Partnering (FSP) Model
- Research findings that support FSP
- How schools can implement and promote FSP
- Recommendations for graduate training in FSP
Jon Lasser, Ph.D
Date: Wednesday, 29th of June, 11:30 - 12:30, Room 250
Writing for Publication Workshop
The session aims to provide some useful training to junior researches in their process of publishing their work. To this end, the workshop will deal with these four main contents: 1) Organization and structure of a research paper - How each of these sections must be written? 2) Resources to make our voice visible (positioning): Which ones? When and how the author should make him/herself visible? and How to prevent the text from sounding little academic or impersonal? 3) Resources to involve the reader (engagement markers), 4) Intertextuality: How do we establish a dialogue with other research papers? How do we make proper use of citations? For each topic theory and practice will be combined providing examples within their disciplinary. The session will end briefly reflecting on some other challenges outside writing that novice researchers face in academia with direct effect on their writing.
Maria Cerrato Lara, Ph.D
Date: Thursday, 30th of June, 12:00 - 13:00, Room 250
Participation and engagement measures in preschool aged children: Cross-cultural adaptation and validation issues
Child participation in inclusive preschool settings can be defined as encompassing two dimensions: (i)frequency/variety of activities attended along with peers; (ii)level of individual child engagement (Granlund, 2013). Child engagement in everyday activities is related to learning and development at present and in the future (e.g., Aydogan, 2012) and it has conceptual similarities with the proximal process, as it involves children’s interactions with their immediate physical and social contexts (Dower, Rimm-Kaufman, & Pianta, 2007; Pinto, 2006). It is assumed that being present in diverse activities and being engaged are two key aspects regarding young children’s learning and development (Pinto et al., 2006).
But a question remains about how to operationalize and measure these two dimensions of participation in children with diverse developmental status and how to account for the cultural diversity in the social and psychological demands children face in different countries?
This workshop will consider conceptual and methodological issues in the adaptation of two measures aimed at capturing participation and engagement in preschool aged children with and without needs for additional support, in Portugal and in Sweden. We will discuss: (a)one observation measure designed to capture child interactions in preschool settings - Child Observation in Preschool (Farran, 2006), (b)one questionnaire conceived to address participation and engagement at home/in the community - the Young Children's Participation and Environment Measure (Khetani, Coster, Law & Bedell, 2013).
Cultural and policy differences regarding inclusive early childhood education and care in the two countries are discussed in relation to the measurement adaptation and validation process.
Ana Isabel Pinto, Ph.D
with the participation and contribution of
Anna Karin Axelsson (1); Alecia Samuels (1,2); Vera Coelho (3); Frida Åström (1); Jorge Cunha (3); Catarina Grande (3)
(1) Jönköping University, Sweden
(2) Pretoria University, South Africa
(3) University of Porto - Faculty of Psychology and Education Sciences, Portugal
Date: Friday, 1st of July, 12:00 - 13:00, Room 250