Events

The Moral Case for Shifting to a Context-Centered Approach to Evidence-based Education

• January 16, 2025, 4:00pm to 5:30pm, Register now!

The evidence-based approach to education seeks to improve student outcomes by using scientific research to identify effective programs. Critics of the evidence-based approach critique it on both moral and epistemic grounds. Epistemically, its central research methods fail to provide the information needed to make good decisions about policy and practice. Morally, it neglects important values, implicitly prioritizes some aims of educational justice, and is unfair—perhaps even disrespectful—to educators. In this talk, I offer a context-centered approach to evidence-based education that addresses both epistemic and moral critiques. While much of my previous work concerns epistemic issues, my focus here is on moral issues. I argue that the context-centered approach properly incorporates values and is conducive to various aims of educational justice. Moreover, it is respectful to educators and enables fair accountability practices.

Outils technologiques pour améliorer la compréhension écrite : qu’en dit la recherche ?

• January 22, 2025, 4:00pm to 5:00pm, Register now!
• Presentation will be in French only.

The Chaire sur les apprentissages fondamentaux en littératie and the Centre d'études sur l'apprentissage et la performance (CEAP UQAM) invite you to the online conference Outils technologiques pour améliorer la compréhension écrite : qu'en dit la recherche? . The lecture will be given by Marie-Josée Barbeau, a doctoral student in education at UQAM, researcher in residence at the Chaire sur les apprentissages fondamentaux en littératie and lecturer in the Département de didactique des langues. The lecture will take place on Wednesday, January 22, from 4 p.m. to 5 p.m.

In the school environment, speech synthesis is often used to support students with reading difficulties. Consequently, it is crucial to understand the impact of technological tools on reading comprehension. As part of a doctoral study, we conducted an in-depth analysis of the scientific literature on this topical subject. We will present the main recent results. We will seek to clarify certain questions: which technological tools have been evaluated for their impact on written comprehension? Which populations have been evaluated for their impact on written comprehension? Which populations were targeted by these studies? Does the use of these tools have a positive impact on comprehension? What cognitive processes are primarily involved? Finally, we will examine the considerations involved in integrating these tools into orthopedagogical practice.

Systematic sense-making: Understanding the applied value of systematic reviews and meta-analyses

• January 30, 2025, 3:00pm-4:30pm, Register now!
• More information about this event.

Systematic reviews produce high-impact publications that aim to provide the ‘big picture’ on a specific theme and thus guide related policymaking, operational practices, and future research. On January 30, 2025, we will hear from several CSLP members as they outline the basic methodology of systematic reviews and meta-analyses and present findings from recent and ongoing work. Participants will explain how they have used various review types (meta-analysis, systematic review, scoping review) across a variety of subject areas. 

This presentation will be of interest to researchers and students looking to learn more about systematic review methodologies and how they might incorporate them into their own research programs.

Richard Schmid, Robert Bernard and Eugene Borokhovski on the comparative effectiveness of online, blended learning and flipped classroom interventions in post-secondary education. Presenters will use an array of meta-analyses conducted from 2004 to 2023, to summarize major research findings in the field of distance education and blended learning.

Éric Dion on the strengths, limitations and applied potential of the best studies on effective regular classroom math instruction at the elementary level.

Ghayda Hassan, Sebastien Alarie-Brouillette, and Wynnpaul Verala on the effectiveness of de-radicalization programs and policies. The session will provide an overview of the production of guidelines for practice, using a concrete example on prevention practices for PVE to show case the advantages of this multistep mixed process.

Une réponse proportionnelle aux menaces de violence faites par les élèves du primaire et du secondaire

• May 29, 2025, 4:00pm, Register now!
• Public Conference (in English with simultaneous French translation)
• More information

For safety reasons, school authorities often use out-of-school suspension or transfer when students make threats of violence or act in ways that suggest they pose a danger to others. However, educational research has found that school removal is not an effective strategy and can be over-used on students who did not pose a serious threat. Professor Cornell of the University of Virginia will present a protocol widely used by school staff in U.S. and Canadian schools to conduct assessments that distinguish serious threats from threats that are not serious and to respond proportionally based on the circumstances and context of the student’s behavior. Research conducted in more than 4,000 schools has found this protocol to be a safe and effective way to respond to student threats and to focus on providing support services for students rather than removing them from school.