College application behavior: who is strategic? Does it help?

The paper examines whether college application behavior assists members of privileged social groups to preserve their advantages in diversified higher education systems. The study is based on a survey conducted in Israel in 1999 on a sample of 4,061 freshmen in the research universities and the academic colleges, which are often perceived as the second tier of higher education. The findings show that strategic application behavior helps less able children of academic parents to achieve the summit of higher education: studying lucrative fields of study at the research universities. Mizrachim, the disadvantaged Jewish ethnic group, are strategic when applying for lucrative fields of study, but it does not affect their actual enrollment. Strategic application behavior helps Arabs, the most disadvantaged group in Israel, increase their odds of achieving the “worst” option, studying non-lucrative fields in colleges. Talented women successfully practice strategic behavior when applying for lucrative fields of study. The effects of strategic application behavior are, thus, mixed. It helps in preserving socio-economic and ethnic inequalities, but also helps in reducing gender inequality among talented students.

On “an improved approach for nonlinear system identification using neural networks”

Nonlinear system identification and prediction is a complex task, and often non-parametric models such as neural networks are used in place of intricate mathematics. To that cause, recently an improved approach to nonlinear system identification using neural networks was presented in Gupta and Sinha (J. Franklin Inst. 336 (1999) 721). Therein a learning algorithm was proposed in which both the slope of the activation function at a neuron, β, and the learning rate, η, were made adaptive. The proposed algorithm assumes that η and β are independent variables. Here, we show that the slope and the learning rate are not independent in a general dynamical neural nétwork, and this should be taken into account when designing a learning algorithm. Further, relationships between η and β are developed which helps reduce the number of degrees of freedom and computational complexity in an optimisation task of training a fully adaptive neural network. Simulation results based on Gupta and Sinha (1999) and the proposed approach support the analysis.     

Comparing firms’ triadic patent applications across countries: Is there a gap in terms of R&D effort or a gap in terms of performances?

This paper addresses the question of national differences as regard the number of triadic patents applied for by inventors from several OECD countries. The key idea is to determine whether such differences should be attributed to differences in R&D expenditures or rather to some other reasons, mainly institutional or behavioural ones. With this aim in view, both a macro-economic analysis, based on aggregate data for triadic patent counts and R&D expenditures and a micro-economic analysis based on firms’ data from three selected sectors are performed. In both cases, the methodological focus is made on the introduction, the definition and the estimation of a national index of relative efficiency in standard count data models. The main empirical findings are that there is a strong heterogeneity in terms of performance among European countries and a strong intra-country heterogeneity among sectors. This suggests that, in the field of innovation policies, there is a need for “tailored” solutions reflecting the specificities of each innovation system. Moreover, we show that European countries over-perform the United States in some high-tech sectors where the leadership of American firms is traditionally alleged, whereas European firms fail to keep up in more traditional sectors.     

Effects of a school change project on teachers'' satisfaction with their work and their perceptions of teaching difficulties

This study assessed teachers' satisfaction and dissatisfaction with their work, as well as their perceptions of the source of difficulties in teaching, as a function of their participation in an in-service instructional change project. A two-part questionnaire was administered to the teachers in the nine participating junior high schools both prior to the start of the project (n=393) and 2 years later (n=313). The first part obtained teachers' statements regarding their satisfaction or dissatisfaction with their work, while the second part asked about the sources of their difficulties in teaching heterogeneous classrooms. Analysis of the statements from part 1 revealed that teachers' satisfaction remained stable over the period of the study while their statements of dissatisfaction, referring primarily from their inability to reach their students and motivate them, declined significantly from the pretest to the post-test. The second part of the questionnaire found that teachers consider their pupils to constitute the main source of their difficulties in teaching rather than their training as teachers or the availability of the proper conditions. This factor declined considerably in salience over the period of the study, but nevertheless remained the most noteworthy source of difficulty, in the perception of these teachers. Results also reveal distinct differences between schools in teachers expression of satisfaction and dissatisfaction with their work.     

Congenitally deaf children's care trajectories in the context of universal neonatal hearing screening: a qualitative study of the parental experiences

The objective of this study is to examine the early care trajectories of congenitally deaf children from a parental perspective, starting with universal neonatal hearing screenings. The analysis using a three-dimensional care trajectory concept is aimed at developing a basic typology of postscreening care trajectories. Children with severe/profound hearing loss, registered in the Flanders' (Belgium) universal neonatal hearing screening program, born between 1999 and 2001. Thematic content analysis of qualitative data collected retrospectively from participant's parents. Two basic types of care trajectories emerged; based on differences in care-use in the phase of further diagnosis and related parental experiences. Subtypes resulted from events related to cochlear implantation. Five trajectory phases were identified: screening, further diagnosis, care and technology, cochlear implantation, and reduction of care and were characterized by specific parental experiences such as confusion, disbelief, disappointment, and uncertainty. Those experiences relate to care professionals' acts and communication and the child's functional evolution. Early care interventions could benefit from coordinated transition between phases, parent support throughout the care trajectory, and a broad approach to deafness in professionals' communication.     

The successful test taker: exploring test-taking behavior profiles through cluster analysis

To be successful in a high-stakes testing situation is desirable for any test taker. It has been found that, beside content knowledge, test-taking behavior, such as risk-taking strategies, motivation, and test anxiety, is important for test performance. The purposes of the present study were to identify and group test takers with similar patterns of test-taking behavior and to explore how these groups differ in terms of background characteristics and test performance in a high-stakes achievement test context. A sample of the Swedish Scholastic Assessment Test test takers (N = 1891) completed a questionnaire measuring their motivation, test anxiety, and risk-taking behavior during the test, as well as background characteristics. A two-step cluster analysis revealed three clusters of test takers with significantly different test-taking behavior profiles: a moderate (n = 741), a calm risk taker (n = 637), and a test anxious risk averse (n = 513) profile. Group difference analyses showed that the calm risk taker profile (i.e., a high degree of risk-taking together with relatively low levels of test anxiety and motivation during the test) was the most successful profile from a test performance perspective, while the test anxious risk averse profile (i.e., a low degree of risk-taking together with high levels of test anxiety and motivation) was the least successful. Informing prospective test takers about these insights can potentially lead to more valid interpretations and inferences based on the test scores.