February 2017

 

Please join MPES and Learning Sciences in welcoming brown bag presenter Frank Vernon!

Thursday, February 23rd, 2017
12:30-1:30 PM
Anneberg 303

The assumed necessity of perspective-taking is embedded within multiple methods across a broad range of qualitative inquiry communities. It is oftentimes implicitly backgrounded within practices, like member checks, or more explicitly called to the fore, such as within certain types of analyses (e.g., meaningfield analyses, see Carspecken, 1996). Indeed, perspective-taking–or the practice of considering another’s potential interpretive range and meaning-making simultaneous to one’s own when coordinating interactivity–can be regarded a fundamental aspect of an ethical and/or understandable existence (Habermas, 1987; Mead, 1934). The vast bulk of the work in this area for research, however, has focused on researcher-researchee interactions. I will focus on a three year, comparative, parallel team ethnography in the University of Wisconsin system to flesh out a typology of perspective-taking within a multidisciplinary research team, from early team development to intersubjective, joint analysis, with a particular focus on where perspective-taking potentiated expansive insights not likely to occur within individual-researcher situations.

See the full talk flyer here.

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Please join a MPES brown bag with Professor Dana McCoy!

Friday, February 17th, 2017
 12:30-1:30 PM
Annenberg 303

This presentation will highlight new findings from the Chicago School Readiness Project (CSRP), an early intervention program targeting classroom quality and child social-emotional development in Head Start settings.  In particular, we use person- and variable-centered approaches to describe low-income children’s profiles of behavior problem development from preschool through the end of elementary school.  We also consider the ways that random assignment to the CSRP intervention may impact children’s probability of ending up in each of these different trajectory profiles.  Implications of this work for research on intervention “fade out” and early educational policy will be discussed.

See the full talk flyer here.

Live stream the talk here: http://www.ustream.tv/channel/sesp303 

Watch the talk recorded here: https://youtu.be/I4kN0rT1bfw