Serge F. Hein
Serge F. Hein is an associate professor in the Educational Research and Evaluation program. A major focus of his current research is poststructuralism, particularly the work of Gilles Deleuze, and its implications for qualitative inquiry in general and post-qualitative inquiry in particular.
- Qualitative Methodology
- Post-Qualitative Inquiry
- Social Psychology of Education
- Group Processes in Education Settings
- PhD, University of Alberta
- MEd, University of Alberta
- BComm, University of Alberta
- International Association of Qualitative Inquiry
- International Congress of Qualitative Inquiry
- Editorial Board Member, Qualitative Inquiry
Skaggs, G., Hein, S. F., & Wilkins, J. L. M. (in press). Using diagnostic profiles to describe borderline performance in standard setting. Educational Measurement: Issues and Practice.
Hein, S. F. (2019). Deleuze, immanence, and immanent writing in qualitative inquiry: Non-linear texts and being a traitor to writing. Qualitative Inquiry, 25, 83-90.
Hein, S. F. (2017). Deleuze's new image of thought: Challenging the dogmatic image of thought in qualitative inquiry. Qualitative Inquiry, 23, 656-665.
Skaggs, G., Wilkins, J. L. M., & Hein, S. F. (2017). Estimating an observed score distribution from a cognitive diagnostic model. Applied Psychological Measurement, 41, 150-154.
Skaggs, G., Hein, S. F., & Wilkins, J. L. M. (2016). Diagnostic profiles: A standard setting method for use with a cognitive diagnostic model. Journal of Educational Measurement, 53, 448-458
Hein, S. F. (2016). The new materialism in qualitative inquiry: How compatible are the philosophies of Barad and Deleuze? Cultural Studies <-> Critical Methodologies, 16, 132-140.
Skaggs, G., Wilkins, J. L. M., & Hein, S. F. (2016). Grain size and parameter recovery with TIMSS and the general diagnostic model. International Journal of Testing, 16, 310-330.
Hein, S. F. (2015). Spatiotemporality, anthonomasia, and post-qualitative inquiry. Qualitative Inquiry, 21, 3-10.
Hein, S. F. (2013). Thinking and writing with ontological time in qualitative inquiry. Qualitative Inquiry, 19, 493-501.
Determining algebra readiness and cognitive skills profiles by using a diagnostic cognitive model to set a performance standard on a pre-algebra test. National Science Foundation Grant, $348,000. Principal Investigator: Gary Skaggs, Co-Principal Investigators: Serge Hein and Jesse Wilkins. (2011-2013)
Increasing the participation of women in engineering: An examination of gender stereotypes, self-beliefs, choice of major, academic achievement, and program withdrawal. Summer Scholars Program, Institute for Society, Culture, and Environment (ISCE), Virginia Tech, $12,950. Principal Investigator: Brett Jones, Co-Principal Investigators: Serge Hein, Marie Paretti, and Tamara Knott. (2008-2009)
A comparison of item response theory models for setting standards on a passage-based educational test. A Support Program for Innovative Research Strategies (ASPIRES) Faculty Research Grant, Virginia Tech, $26,000. Principal Investigator: Gary Skaggs, Co-Principal Investigator: Serge Hein. (2005-2006)
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