The many faces of mobility: Using bibliometric data to measure the movement of scientists

This paper presents a methodological framework for developing scientific mobility indicators based on bibliometric data. We identify nearly 16 million individual authors from publications covered in the Web of Science for the 2008–2015 period. Based on the information provided across individuals’ publication records, we propose a general classification for analyzing scientific mobility using institutional affiliation changes. We distinguish between migrants--authors who have ruptures with their country of origin--and travelers--authors who gain additional affiliations while maintaining affiliation with their country of origin. We find that 3.7% of researchers who have published at least one paper over the period are mobile. Travelers represent 72.7% of all mobile scholars, but migrants have higher scientific impact. We apply this classification at the country level, expanding the classification to incorporate the directionality of scientists’ mobility (i.e., incoming and outgoing). We provide a brief analysis to highlight the utility of the proposed taxonomy to study scholarly mobility and discuss the implications for science policy.     

Increasing Self‐Selection and Self‐Location of Words by Mildly Retarded Children during Story Writing

Sentence‐writing behaviour, including use of words self‐selected and self‐located independently of teacher modelling, was established with eight mildly retarded children in a special class. The procedure comprised three components: 1) provision of word lists; 2) praise for self‐selecting and self‐locating words from supplied word lists; and 3) response cost for responses dependent on teacher modelling. The latter were termed Words Shown and Words Told, while self‐selected and self‐located responses were termed Words Found. In a sequential component design it was found that after baseline, supplying instructions and a word list (Phase 2) and continuing the use of word‐lists together with praise for self‐managed behaviour (Phase 3) decreased the frequency of Words Told, but Words Found and Words Shown were not appreciably affected. Words Shown decreased with the introduction of response cost for responses dependent on teacher modelling (Phase 4). Also, in Phase 4 Words Found increased substantially above levels in all previous phases and Words Shown decreased to zero frequency. These changes within sentence‐writing behaviour are discussed in terms of the need for accurate discrimination of and selective attention to positive and negative instances in the acquisition of self‐regulation.     

Biphasicity of the time-response curve and amnesic effect of electroconvulsive shock in passive avoidance conditioning

Mice were trained in a one-trial passive avoidance task and retested 2 min, 5 min, 10 min, 30 min, or 24 h later. A biphasic time-response curve was obtained with art initial increase to 5 min, a subsequent decrease, and another increase to 24 h. Other groups of Ss were administered electroconvulsive shock (ECS) 2, 5, 10, or 30 min after training and retested 24 h later. The response curve shape of the ECS-treated groups was found to correspond to that concerning the different retest times, suggesting a negative correlation between ECS amnesic effect and the strength of the conditioned response at the time of ECS administration. The inadequacy of the hypotheses, according to which ECS interferes with a gradual monotonic process, to explain ECS amnesic effect is discussed.     

World class: How to build a 21st-century school system

International Review of Education -     

Building Bridges in Teacher Education: Creating Partnerships With Parents

This study investigated the learning experiences, outcomes, and perceptions of graduate students in a collaboration and consultation course focusing on parent-professional partnerships. The course was designed as a teacher preparation model that envisions teachers, school psychologists, and families learning together to build effective partnerships to better student outcomes. Nineteen graduate students seeking a degree in special education or school psychology were provided multiple opportunities to engage in experiences with parents of children with disabilities, including having parents embedded in the course for the entire semester. Data were collected utilizing multiple methods and included a family/professional partnership survey and focus group discussions conducted both pre- and post-course, as well as a Learning Objectives and Activities Survey. Analyses of qualitative and quantitative data indicate a change in students' knowledge, beliefs, dispositions, and experiences of parent-professional partnerships.     

Multilevel Interaction Models and their Use in the Analysis of Large‐scale School Effectiveness Studies

In the present paper we discuss the merits of a general multilevel approach to model analysis of large scale school effectiveness studies.

We briefly review previous research framework which have been used in school effectiveness research and examine critically the assumptions on which they were based and the methodological implications of these assumptions. The general interaction models presented in this paper provide an answer to many of these critiques. Findings from different types of modeling supported the claim that the modeling of school effectiveness studies must be both multilevel and interactive. Achievement is found to be dependent in a very sensitive, non‐additive way, on the particular combination of pupil's home background, his or her general ability, teaching style and other teacher characteristics, the class and the school context in which the pupil learns. Comparisons between parsimonious main effect models with parsimonious interactive ones show that although the explanatory power of interaction models might be slightly smaller, the use of interaction models causes changes in the specification of the models that cannot be ignored.