The Department of Communication at the University of Illinois Chicago (UIC)’s Post

THE 2023 SEMANN & SLATTERY THINKER IN RESIDENCY ACADEMIC FORUM WITH PROFESSOR PETER MOSS Associate Professor Alma Fleet (re)thinking quality: Seeking complexity Dr Fleet remind sus to argue on behalf of complexity. Children are complex; they deserve multi-layered thinking from our professional communities. “Evidence not as a definitive answer, not as a substitute for thought, but rather as a provocation to thought, a form of documentation…that contributes to reflection, dialogue and deliberation. In short, thinking in context and thinking the complex (Moss (2014) Transformative change and real utopias). She argues 'documentation assumes that everyone can participate, including children themselves, and that everyone will bring their own perspectives to the table, perspectives that are necessarily subjective, partial and provisional, but nevertheless valuable; and perspectives that can be questioned and contested by others, a process leading to the co-construction of new perspectives, new understandings, new knowledge.” (Moss, 2019, p85)

Education researchers and policymakers, this fall I will be delivering the Hedges Lecture at the Society for Research on Educational Effectiveness. In this talk I will focus on why greater transparency about the successes and failures of educational research is important for the advancement of our science, its relevance in society, and for our ability to truly improve the lives of students and improve equity in educational systems. If those topics are of interest to you, I will see you in Baltimore in September. More about the conference here: https://lnkd.in/ghHcxhZT

New research from NWEA reveals difficult news: older students’ pandemic recovery has stalled. "The results paint a sobering picture of the challenges we continue to face and the urgent need for comprehensive action to support academic recovery."  NWEA researcher Karyn Lewis discusses the key takeaways:

My first journal article was published yesterday! 😀 A co-authored piece with one of my PhD cohort, it explores the benefits and challenges of Practice-as-Research in higher education symposiums. Bondar, M., & Pires, C. E. (2024). A Phenomenology of Misfits: A Case Study of Practice-as-Research in Higher Education Symposia. PARtake: The Journal of Performance As Research, 6(1). https://lnkd.in/daVJkgta