BEGIN:VCALENDAR VERSION:2.0 PRODID:-//jEvents 2.0 for Joomla//EN CALSCALE:GREGORIAN METHOD:PUBLISH BEGIN:VTIMEZONE TZID:America/New_York X-LIC-LOCATION:America/New_York BEGIN:DAYLIGHT TZOFFSETFROM:-0500 TZOFFSETTO:-0400 TZNAME:EDT DTSTART:19700308T020000 RRULE:FREQ=YEARLY;BYMONTH=3;BYDAY=2SU END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:-0400 TZOFFSETTO:-0500 TZNAME:EST DTSTART:19701101T020000 RRULE:FREQ=YEARLY;BYMONTH=11;BYDAY=1SU END:STANDARD END:VTIMEZONE BEGIN:VEVENT UID:514c556963f3354e147a07ef9e0bd38130 CATEGORIES:Webinars SUMMARY:Chi-square is dead? Teaching Quantitative Methods in the Age of Big Data: the perspective from UK Geography DESCRIPTION:
There has been widespread lament about the decline of quantitative methods teaching and learning within UK social science. The consequence is said to be harmful to research, to the employability of students and to ci tizenship: if people cannot understand the data they are presented with, th e cannot debate it. The ESRC, HEFCE, British Academy and Nuffield Foundatio n have invested considerable money in resolving this situation, with the mo st visible projects currently the national Q-Step Centres and the Secondary Data Analysis Initiative. Within schools, maths is being strengthened, wit h the possibility of core maths or A/AS level being compulsory for all pupi ls. In Universities, the review of benchmark statements provides opportunit y to strengthen the role of quantitative methods within curricula. Yet, the re is no clear understanding of what actually we mean by quantitative metho ds - is it pure maths, applied data handling, 19th/20th century statistics or basic numeracy? Is it a return to the past or does quantitative methods mean something different today? Drawing on work that has been undertaken in geography, I will discuss some of the ambiguities, the vogue for embedding quantitative methods within curricula, the cult of statistical significanc e, why this is not a return to positivism, and what actually a modern sylla bus in quantitative methods might look like.
Presenter: Richard Harris is a professor of quantitative social geography in the Schoo l of Geographical Sciences at the University of Bristol (UK). He trained as a social geographer looking at the application of spatial statistics and g eodemographics in marketing, public policy and urban geography. More recent work has been in the geographies of education and learning, focusing on ch oice and markets in educational systems, measures of social segregation and of ethnic polarisation, ways to support the transition of pupils from prim ary to secondary schools, and on supporting quantitative and statistical li teracy amongst geographers and undergraduate social scientists. In 2014, he was awarded the Taylor & Francis Award for excellence in the promotion and practice of teaching quantitative methods by the Royal Geographical So ciety (with the Institute of British Geographers).
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DTSTAMP:20240329T001711 DTSTART;TZID=America/New_York;VALUE=DATE:20151028 DTEND;TZID=America/New_York;VALUE=DATE:20151029 SEQUENCE:0 TRANSP:OPAQUE END:VEVENT END:VCALENDAR