About us
The Advanced Quantitative Research in Education Thematic Hub focuses on education issues in policy-relevant topics such as inequalities and global education and uses comparative, longitudinal and large-scale data.
Our Research Hub is a space where academics with quantitative methods expertise and an interest in education issues come together to discuss their research, across Moray House School of Education and Sport and the wider University, find support in addressing data, methodological and conceptual challenges and develop collaborative and inter-disciplinary work on topics relevant to policy and practice. The Hub is open to researchers using mixed methods and from different substantive research areas.
Research interests
The research interests of our Hub members span many areas, including social inequalities in education and the labour market, social mobility, school-to-work transitions, comparative education and international development, teacher education, higher education, research on children and youth.
Methodological expertise
Our methodological expertise includes: the analysis of data from complex survey designs and linked administrative sources, longitudinal data analysis, multilevel modelling, quasi-experimental approaches such as inverse probability weighting, propensity score matching, regression discontinuity, latent variable modelling techniques, log-linear modelling.
Recent publications
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Aktas, F. (2021). The emergence of creativity as an academic discipline: Examining the institutionalization of higher education programs. Higher Education Quarterly.
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Duta, A., Iannelli, C., & Breen, R. (2021). Social inequalities in attaining higher education in Scotland: New evidence from sibling data. British Educational Research Journal, 47(5), 1281-1302.
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Jadva, V., Guasp, A., Bradlow, J. H., Bower-Brown, S., & Foley, S. (2021). Predictors of self-harm and suicide in LGBT youth: The role of gender, socio-economic status, bullying and school experience. Journal of public health (Oxford).
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Pantić, N., Galey, S., Florian, L., Joksimović, S., Viry, G., Gašević, D., ... & Kyritsi, K. (2021). Making sense of teacher agency for change with social and epistemic network analysis. Journal of Educational Change, 1-33.
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Popham, F., & Iannelli, C. (2021). Does comprehensive education reduce health inequalities? SSM-population health, 15, 100834.
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Sun, X., Adams, S. A., Li, C., Booth, J. N., Robertson, J., & Fawkner, S. (2021). Validity of the Fitbit Ace and Moki Devices for Assessing Steps During Different Walking Conditions in Young Adolescents. Pediatric exercise science, 1, 1-5.
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Ari, F., Arslan-Ari, I., Abaci, S., & Inan, F. A. (2022). Online simulation for information technology skills training in higher education. Journal of computing in higher education, 1-25.
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Katus, L., Foley, S., Murray, A. L., Luong-Thanh, B. Y., Taut, D., Baban, A., ... & Hughes, C. (2022). Perceived stress during the prenatal period: assessing measurement invariance of the Perceived Stress Scale (PSS-10) across cultures and birth parity. Archives of women's mental health, 1-8.
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McNair, L., Ravenscroft, J., Rizzini, I., Bush, M., Shabalala, F. S., & Kindness, S. L. (2022). Early Childhood Education in Differing Contexts: The Impact of the 6 COVID-19 Global Health Pandemic Within Four Countries. Social Inclusion, 10(2).
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Neelakantan, L., Fry, D., Florian, L., & Meinck, F. (2022). Adolescents’ Experiences of Participating in Sensitive Research: A Scoping Review of Qualitative Studies. Trauma, Violence, & Abuse, 15248380211069072.
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Stewart, T. M., Fry, D., McAra, L., Hamilton, S., King, A., Laurie, M., & McCluskey, G. (2022). Rates, perceptions and predictors of depression, anxiety and Post Traumatic Stress Disorder (PTSD)-like symptoms about Covid-19 in adolescents. Plos one, 17(4), e0266818.
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Watmough, G. R., Hagdorn, M., Brumhead, J., Seth, S., Delamónica, E., Haddon, C. & Smith, W. C. (2022) Using open-source data to construct 20 metre resolution maps of children’s travel time to the nearest health facility. Scientific Data, 9(1)