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Centre for Assessment Research, Policy and Practice in Education (CARPE)

Doctoral Students

Anastasios KarakolidisAnastasios Karakolidis is a Prometric PhD candidate at CARPE.  He holds a B.A. in Primary Education Teaching from the University of Ioannina, Greece, and an M.Sc. in Quantitative Methods and Statistical Analysis in Education from Queen's University, Belfast.  He was a member of the research team responsible for the Programme for International Student Assessment (PISA) 2015 report for Greece. Anastasios has given series of lectures on research methodology and advanced statistical techniques (e.g. multilevel modelling) to Master's students. His research interests include research methodology, statistical analysis, measurement, assessment, testing and large-scale international studies. Anastasios has published papers in peer-reviewed scientific journals and presented at various international conferences. 

PhD working title: The use of Animation to assess Practical Intelligence  
Supervisors: Prof. Michael O’Leary, Dr. Darina Scully   
Progress on the thesis: 2nd year

Publications in peer-reviewed academic journals: 
O'Leary, M., Scully, D., Karakolidis, A. & Pitsia, V. (2018).  The state-of-the-art in digital technology-based assessment.  European Journal of Education, 53, 160-175. 

Pitsia, V., Biggart, A., & Karakolidis, A. (2017). The role of students’ self-beliefs, motivation and attitudes in predicting mathematics achievement: A multilevel analysis of the Programme for International Student Assessment data. Learning and Individual Differences, 55, 163– 173. https://doi.org/10.1016/j.lindif.2017.03.014

Karakolidis, A., Pitsia, V., & Emvalotis, A. (2016). Examining students’ achievement in mathematics: A multilevel analysis of the Programme for International Student Assessment (PISA) 2012 data for Greece. International Journal of Educational Research, 79, 106–115. https://doi.org/10.1016/j.ijer.2016.05.013

Karakolidis, A., Pitsia, V., & Emvalotis, A. (2016). Mathematics low achievement in Greece: Α multilevel analysis of the Programme for International Student Assessment (PISA) 2012. Themes in Science and Technology Education, 9(1), 3–24.

Pitsia, V., Karakolidis, A., & Emvalotis, A. (2016). Attempting interdisciplinary approaches in education by using Google Earth (in Greek). Education Sciences, (3), 177-186.

Conference papers/presentations:
Stemler, S., Elliott, J., O'Leary, M., Scully, D., Karakolidis, A. & Pitsia, V. (2018, April).  A Cross-Cultural Study of High School Teachers' Tacit Knowledge of Interpersonal Skills.  Paper presented at the Annual Meeting of the American Educational Research Association (AERA), New York, NY. 

Karakolidis, A. & Corrigan, R. (2018, February).  Is a picture worth a thousand words?  Using animated items in certification testing.  Paper presented at the Association of Test Publishers Conference, San Antonio, TX. 

O'Leary, M., Scully, D. & Karakolidis, A. (2017, September).  Refining Situational Judgement Tests.  Paper presented at the European Association of Test Publishers Conference, Noordwijk, The Netherlands.  

O'Leary, M. Scully, D. & Karakolidis, A. (2017, September). Challenging a Tenet of Multiple Choice Testing: Are Four Response Options Really Necessary?  Paper presented at the European Assoication of Test Publishers Conference, Noordwijk, The Netherlands.  

Karakolidis, A., Scully, D., & O’Leary, M. (2017). Simulations in assessment and the Uncanny Valley: Too true to be good? In 11th annual International Technology, Education and   Development Conference (pp. 3572–3581). Valencia, Spain. https://doi.org/10.21125/inted.2017.0883

Pitsia, V., Karakolidis, A., Emvalotis, A., & Sofianopoulou, C. (2017). Analysing performance in mathematics: The case of Immigrant Students. In 11th annual International Technology, Education and Development Conference (pp. 4829–4835). Valencia, Spain. https://doi.org/10.21125/inted.2017.1127

Reports: 
Sofianopoulou, Ch., Emvalotis, A., Pitsia, V. & Karakolidis, A. (2017).  Report on the Findings from the Programme for International Student Assessment (PISA) 2015 for Greece.  Athens: Institute of Educational Policy (IEP).

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Paula LehanePaula Lehane is a Prometric PhD candidate at CARPE.  She graduated from Mary Immaculate College (University of Limerick) with a first class honours degree in Education and Psychology in 2011.  She completed her Postgraduate Diploma in Special Educational Needs (SEN) at University College Dublin in 2015 and then completed her Masters in Education in Additional Support Needs (ASN) there in 2016.  She was previously the SEN and IT Co-Ordinator of a large urban primary school and has taught all class levels within the primary sector.  Alongside her studies and work as a teacher, Paula has been employed as a research supervisor and guest lecturer in UCD, delivering inputs on topics including collaborative instruction, response to intervention approaches and the use of statistics and digital tools in schools.  She assisted UCD's development of an online course for Irish teachers on the topic of Inclusive Assessment to allow Special Education Teachers to be more confident in the use of norm referenced and standardised tests.  Paula has also facilitated courses on the use of digital resources for the Professional Development Service for Teachers (PDST).  Her research interests include SEN, school-based assessment practices and technology-based assessments.  


PhD Working Title: Multimedia Items in Technology-Based Assessments (TBAs) 
Supervisors: Prof. Michael O'Leary, Prof. Mark Brown, Dr. Darina Scully 
Progress on the Thesis: 1st year 

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Vasiliki PitsiaVasiliki Pitsia is a PhD candidate working in collaboration with CARPE and the IoE.  Her research is funded by the Irish Research Council under the Government of Ireland Postgraduate Programme.  She holds a BSc in Primary Education Teaching from the University of Ioannina, Greece, and an MSc in Quantitative Methods and Statistical Analysis in Education from Queen'sUniversity, Belfast. Vasiliki has worked as a researcher on challenging research projects both in Greece and Ireland and has been successful in receiving research funding from the Geary Institute, UCD for a research project involving the ‘Preparing for life’ data. She was a member of the research team responsible for developing the Greek national report for the Programme for International Student Assessment (PISA) 2015. Alongside her studies, Vasiliki is a part-time lecturer in research methodology and advanced statistical techniques, as part of the University of Patras and National and Kapodistrian University of Athens online MSc programme ‘Interdisciplinary Approach to Science, Technology, Engineering and Mathematics - STEM in Education’. Her broader research interests include research methods, statistical analysis and educational  assessment, with a focus on large-scale international and national studies. Vasiliki has published her research in peer-reviewed academic journals and has presented at various national and international conferences.

PhD working title: Irish primary and post-primary students’ performance at the upper levels of achievement in mathematics and science across national and international assessments
Supervisors: Prof. Michael O'Leary, Dr. Gerry Shiel, Dr. Zita Lysaght  
Progress on the thesis: 2nd year

Publications in peer-reviewed academic journals:
Kent, G. & Pitsia, V. (2018).  Gender Differences in Cognitive Development and School Readiness:  Findings from a Randomised Controlled Trial of Children from Communities of Socio-economic Disadvantage in Ireland.  Children's Reseach Digest, 5 (3). 

Kent, G. Pitsia, V. & Colton, G. (2018).  Cognitive development during early childhood: insights from families living in areas of socio-economic disadvantage.  Early Child Development and Care. https://doi.org/10.1080/03004430.2018.1543665

Kent, G., & Pitsia, V. (2018).  A comparison of the home learning environment of families at risk of socio-economic disadvantage to national norms in Ireland. Irish Educational Studies. https://doi.org/10.1080/03323315.2018.1471409

O'Leary, M., Scully, D., Karakolidis, A. & Pitsia, V. (2018).  The state-of-the-art in digital technology-based assessment.  European Journal of Education, 53, 160-175. 

Pitsia, V., Biggart, A., & Karakolidis, A. (2017). The role of students’ self-beliefs, motivation and attitudes in predicting mathematics achievement: A multilevel analysis of the Programme for International Student Assessment data. Learning and Individual Differences, 55, 163– 173. https://doi.org/10.1016/j.lindif.2017.03.014

Karakolidis, A., Pitsia, V., & Emvalotis, A. (2016). Examining students’ achievement in mathematics: A multilevel analysis of the Programme for International Student Assessment (PISA) 2012 data for Greece. International Journal of Educational Research, 79, 106–115. https://doi.org/10.1016/j.ijer.2016.05.013

Karakolidis, A., Pitsia, V., & Emvalotis, A. (2016). Mathematics low achievement in Greece: Α multilevel analysis of the Programme for International Student Assessment (PISA) 2012. Themes in Science and Technology Education, 9(1), 3–24.

Pitsia, V., Karakolidis, A., & Emvalotis, A. (2016). Attempting interdisciplinary approaches in education by using Google Earth (in Greek). Education Sciences, (3), 177-186.

Conference papers/presentations:
Kent, G., & Pitsia, V. (2018, December). Gender differences in cognitive development and school readiness: Findings from a randomised controlled trial of children from communities of socio-economic disadvantage in Ireland. Paper presented at the Annual conference of the Children's Research Network 2018, Dublin, Ireland.

Pitsia, V., & Kent, G. (2018, November). Variations in perceptions of five-year-old children’s school readiness among parents and teachers. Paper presented at the 11th annual International Conference of Education, Research and Innovation (pp. 8426-8435). https://doi.org/10.21125/iceri.2018.0535

Kent, G., Pitsia, V., & Colton, G. (2018, November). Preparing for the transition to primary school; predictors of school readiness behaviours of five-year-old children from areas of socio-economic disadvantage. Paper presented at the 48th Annual Conference of the Psychological Society of Ireland, Wexford, Ireland.

Pitsia, V., Karakolidis, A., Sofianopoulou, C. & Emvalotis, A. (2018, October). Risk factors for early school leaving in Greece. Paper presented at the ESA/RN27 Mid-term Conference 2018, Catania, Italy.

Karakolidis, A., & Pitsia, V. (2018, September). Transforming situational judgement tests through the use of animated simulations. Paper presented at the Europe Association of Test Publishers Conference, Athens, Greece.

Kent, G., Pitsia, V., & Colton, G. (2018, September). Accounting for differences in cognitive development at four years of age; a preliminary investigation. Paper presented at the British Psychological Society Developmental Psychology Section Annual Conference 2018, Liverpool, United Kingdom.

Kent, G., Pitsia, V., & Colton, G. (2018, June). Findings from an exploration of the Preparing for Life data as part of a research study funded under the Children’s Research Network Prevention and Early Intervention Research Initiative. Paper presented at the Early Learning Initiative Early Years’ Conference, Dublin, Ireland.

Stemler, S., Elliott, J., O’Leary, M. Scully, D., Karakolidis, A., & Pitsia, V. (2018, April). A cross-cultural study of high school teachers’ tacit knowledge of interpersonal skills. Paper presented at the American Educational Research Association 2018 Annual Meeting. Available at: http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository/Owner/107794

Kent, G., & Pitsia, V. (2017, November). How do the home learning environment experiences in Ireland vary across diverse backgrounds? Paper presented at the 47th Annual Conference of the Psychological Society of Ireland, Limerick, Ireland.

Pitsia, V., & Kent, G. (2017, November). Which factors can predict students’ problem-solving skills? The case of nine-year olds in Ireland. Paper presented at the Growing Up in Ireland Annual Research Conference 2017, Dublin, Ireland.

Pitsia, V., Karakolidis, A., Emvalotis, A., & Sofianopoulou, C. (2017, March). Analysing performance in mathematics: The case of immigrant students. Paper presented at the 11th Annual International Technology, Education and Development Conference (pp. 4829–4835). https://doi.org/10.21125/inted.2017.1127

Reports: 
Sofianopoulou, Ch., Emvalotis, A., Pitsia, V. & Karakolidis, A. (2017).  Report on the Findings from the Programme for International Student Assessment (PISA) 2015 for Greece.  Athens: Institute of Educational Policy (IEP).

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Sylvia Denner
Sylvia Denner
 is a part-time PhD candidate at CARPE.  She holds an M.Soc.Sc. from University College Dublin and a Higher Diploma in statistics from Trinity College Dublin.  Sylvia works in the Educational Research Centre, where she is currently working on PISA 2018.  She was also one of the authors on the PISA 2015 report.  


PhD Working Title:
What is the impact on student performance in reading, mathematics and science in PISA when students in age-based samples are tested at different times of the year (i.e. autumn vs. spring testing), and what variables can explain the impact?  
Supervisors: Prof. Michael O'Leary, Dr. Gerry Shiel 
Progress on the thesis: 1st year 

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Lorcan Coyle

Lorcan Coyle is a primary teacher completing an EdD at the Institute of Education. His doctoral research seeks to capture the chronological narrative of Assessment for Learning (AfL) implementation in an Irish primary school. 

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Marie Darmody Marie Darmody is a secondary teacher completing an EdD at the Institute of Education. Her doctoral work is focused on secondary school teacher’s conceptions of assessment. In 2015 Marie was awarded a bursary from the National Council for Curriculum and Assessment (NCCA) to support her research.

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Ann Marie Gurhy is a primary teacher completing an EdD at the Institute of Education. Her doctoral research explores the interplay between a Teacher Learning Community, Japanese Lesson Study, CPD in Assessment for Learning and Mathematics teaching and learning in an all-girls Primary School in Ireland