Educational Transfers in Postcolonial Contexts: Preliminary Results From Comparative Research on Workers’ Faculties in Vietnam,Cuba, and Mozambique

Worker’s Faculties, which have been widespread in the Soviet Union up until 1941, combined the two goals of preparing adult workers and peasants for university entrance through the provision of general education, as well as creating a new socialist intelligentsia from among these groups. After World War II, Workers’ Faculties were also established in postcolonial countries. Based on case studies in Vietnam, Cuba, and Mozambique, we argue that corresponding transfer processes were largely driven by local actors in the respective countries and that these institutions were regarded as suitable instruments in solving problems particular to postcolonial contexts.     

A Study of the Journey from Training to Performance

This is an exploratory study questioning progress in the shift from training to performance. A total of 62 training and performance professionals responded to a survey administered at two professional conferences, ISPI (International Society for Performance Improvement) and ASTD (American Society for Training and Development). The survey, constructed by two people admittedly keen on performance technology, queried respondents about concepts relevant to performance perspectives: analysis, solution systems, cross-functionality, customer and collegial expectations, and shared knowledge. We also inquired about perceptions of how to move their organizations beyond the status quo. Overall, organizations report that they are making progress in the transition from an emphasis on training to the concepts associated with performance technology, although room for progress remains. Bedrock human performance technology (HPT) concepts, such as analysis-first, data-driven decisions about solutions and collaboration with colleagues across the organization, are reported to be more typical aspects of organizational culture. On the other hand, customer and colleague perceptions lag, and measurement and boundarylessness are only occasionally components of the organizations described by respondents.     

The ability to estimate knowledge and performance in college: A metacognitive analysis

While in college students learn a great deal of new knowledge, and over time successful students learn to update their knowledge as new concepts, facts, and procedures are acquired. The metacognitive ability to accurately estimate one's knowledge was hypothesized to be related to academic achievement in college. The two studies reported in this paper examined the relationship between a measure of metacognitive word knowledge (the KMA) and performance in college. Using undergraduate gpa in a number of academic domains as criterion measures, this research provides support for the validity of the KMA as a predictor of success in college. Suggestions for further research relating performance on the KMA to learning in complex domains are offered.     

Effects of a structured midsole on spatio-temporal variables and running economy in overground running

Research to enhance running performance has led to the design of a leaf spring-structured midsole shoe (LEAF). In treadmill running, it has been shown that LEAF led to an increased running economy and increased stride length (SL) through a horizontal foot shift during stance compared to a standard foam shoe (FOAM). The purpose of this study was to analyse whether (a) these findings can also be observed in overground running and (b) relations exist between spatio-temporal variables and running economy. Ten male long-distance heel-strike runners ran at their individual 2?mmol/l blood lactate speed with LEAF and FOAM in randomized order. Kinematic data were recorded with an inertial measurement unit synchronized with 2D video. Oxygen consumption was measured using an automated metabolic gas analysis system. Blood lactate was collected after each run. The strike pattern was unaffected by LEAF. SL was increased by 0.9?±?1.1?cm (95% CI 0.2 to 1.5; p?=?.040; d_z?=?0.76), stride rate (SR) was reduced by ?0.4?±?0.3?strides/min (95% CI ?0.6 to ?0.1; p?=?.029; d_z?=?0.82) and oxygen consumption tended to be reduced by 1% (?0.4?±?0.6?ml/min/kg; 95% CI ?0.8 to 0.0; p?=?.082; d_z?=?0.62) when running with LEAF compared to FOAM. Changes in oxygen consumption in LEAF were correlated with SL (r?=?0.71; p?=?.022) and SR (r?=??0.68; p?=?.031). It can be concluded that LEAF has the potential to cause small changes in spatio-temporal variables during running. Runners increasing SL and decreasing SR in response to LEAF can achieve small improvements in running economy, which is beneficial in terms of performance.     

Assessing Fit of Item Response Models Using the Information Matrix Test

The information matrix can equivalently be determined via the expectation of the Hessian matrix or the expectation of the outer product of the score vector. The identity of these two matrices, however, is only valid in case of a correctly specified model. Therefore, differences between the two versions of the observed information matrix indicate model misfit. The equality of both matrices can be tested with the so‐called information matrix test as a general test of misspecification. This test can be adapted to item response models in order to evaluate the fit of single items and the fit of the whole scale. The performance of different versions of the test is compared in a simulation study with existing tests of model fit, among them the test of Orlando and Thissen, the score test of local independence due to Glas and Suarez‐Falcon, and the limited information approach of Maydeu‐Olivares and Joe. In general, the different versions of the information matrix test adhere to the nominal Type I error rate and have high power for detecting misspecified item characteristic curves. Additionally, some versions of the test can be used in order to detect violations of the local independence assumption.     

Attitudes and expectations: do attitudes towards education mediate the relationship between social networks and parental expectations?

Previous international research has shown that educational goals are fundamental for explaining differences in the educational attainment between individuals. For a better understanding of educational inequality, it is therefore crucial to know more about the mechanisms leading to different expectations. Our paper contributes to this field of research by empirically testing how social networks affect educational expectations of mothers for their children. Furthermore, we try to disentangle the underlying mechanisms by investigating which role resources and attitudes within social networks play in influencing educational expectations. We use quantitative data gathered in three federal states in Germany. The key results indicate that network composition not only has an effect on educational expectations but also on general attitudes towards education. Both attitudes towards education and embedded resources seem to mediate the effect of social ties on educational expectations.     

Reading competence development of poor readers in a German elementary school sample: an empirical examination of the Matthew effect model

According to the Matthew effect model, interindividual differences in reading competence between poor and normal readers should become wider as students grow older. The second part of the model assumes that these differential pathways are mainly attributable to differential reading activities. The purpose of this study is to examine whether both assumptions can be verified in a sample of German elementary school students. Data from 1,124 students, participating in the BiKS longitudinal study with assessment starting in Grade 3 and two further points of measurement in Grade 4, were available for our analyses. Latent growth curve models showed a significant lower linear and quadratic trend on reading competence development for students with severe reading deficits in comparison with their better classmates. Further analysis indicates that differential reading behaviour seems to be a prominent factor in explaining these differential pathways whereas the students' general cognitive abilities seem to be of less importance.     

Towards a learning progression of energy

This article presents an empirical study on an initial learning progression of energy, a concept of central importance to the understanding of science. Learning progressions have been suggested as one vehicle to support the systematic and successful teaching of core science concepts. Ideally, a learning progression will provide teachers with a framework to assess students' level of understanding of a core concept and to guide students towards a more sophisticated level of understanding. Taking existing research as a point of departure, developing a learning progression involves recurring cycles of empirical validation and theoretical refinement. In this article, we report about our efforts in working towards a learning progression of energy. First, we derived an initial learning progression by utilizing existing curriculum, research on students' understanding, and development of students' understanding of energy. Second, we used these sources of guidance to develop a robust measurement instrument, the Energy Concept Assessment (ECA), based on multiple choice questions. Third, we utilized this instrument to assess the understanding of N = 1,856 students from three different grade levels, Grades 6, 8, and 10. Findings provided evidence that students from Grade 6 mostly obtain an understanding of energy forms and energy sources. Students of Grade 8 additionally demonstrate an understanding of energy transfer and transformation, whereas only students of Grade 10, and then only some of these students, achieve a deeper understanding of energy conservation. We discuss the implications of our findings against the background of existing research on students understanding of energy. Finally, further steps in working towards a learning progression of energy are identified. Zusammenfassung: Der vorliegende Artikel beschreibt den ersten Schritt in der Entwicklung und Validierung einer Learning Progression für das Energiekonzept; einem Konzept, das zentral für die Entwicklung eines tiefergehenden Versta¨?ndnisses der Naturwissenschaften ist. Learning Progressions sollen das das systematische und erfolgreiche Unterrichten zentraler naturwissenschaftlicher Konzepte unterstützen. Idealerweise sollen Learning Progressions Lehrkräften eine Rahmen bieten, den Entwicklungsstand ihrer Schülerinnen und Schüler hinsichtlich des Verständnisses zentraler naturwissenschaftlicher Konzepte einzuschätzen und Unterricht so zu gestalten, dass er die Entwicklung eines elaborierten Verständnisses befördert. Die Entwicklung einer Learning Progression beginnt mit der theoretischen Begründung einer vorläufigen Learning Progression, gefolgt von iterativen Zyklen empirischer Validierung und Überarbeitung. In diesem Artikel berichten wir über unsere Arbeiten zur Entwicklung einer Learning Progression für das Energiekonzept. Im Rahmen dieser Arbeiten wurde zunächst ausgehend von vorliegenden Befunden zum Verständnis und der Entwicklung des Verständnisses von Energie eine vorläufige Learning Progression begründet. Im zweiten Schritt wurde auf Grundlage der Learning Progression ein entsprechendes Instrument auf Basis von Multiple‐Choice‐Aufgaben entwickelt – das Energy Concept Assessment (ECA). Im dritten und letzten Schritt wurde das Instrument eingesetzt, um das Verständnis von Energie bei N = 1856 Schülerinnen und Schülern der Jahrgänge 6, 8 und 10 zu erfassen. Die Ergebnisse unserer Untersuchung legen nahe, dass Schülerinnen und Schüler aus Jahrgang 6 im Wesentlichen über ein Verständnis von Energieformen und –quellen verfügen. Schülerinnen und Schüler aus Jahrgang 8 zeigen darüber hinaus ein Verständnis von Energieumwandlung und –transport. Ein Verständnis von Energieerhaltung ist nur von Schülerinnen und Schüler aus Jahrgang 10 und dann auch nur von einem Teil dieser Schülerinnen und Schüler zu erwarten. Vor dem Hintergrund dieser Ergebnisse und der bisherigen Forschung zum Energieverständnis, diskutiert der Artikel weitere Schritte für die die Entwicklung einer Learning Progression für das Energiekonzept. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 50:162–188, 2013     

Nietzsche,Tragedy, and Liberal Moral Psychology

Abstract

This essay discusses Nietzsche's tragic moral psychology and its significance for liberal political philosophy. In the essay, I sketch out what I view to be the basic features of Nietzsche's tragic psychology, which is strongly opposed to the Socratic and Stoic traditions, and I show how this perspective can be distinguished from the moral psychology that informs liberalism's position on issues such as personhood and political history. I conclude with a few suggestions for viewing Nietzsche's thought as a necessary corrective to a certain dogmatism that still inhabits liberal theory, in this way enabling liberal thought to conceptualise human nature and the human good in more creative and complex ways.     

Light-driven directional ion transport for enhanced osmotic energy harvesting

Light-driven ion (proton) transport is a crucial process both for photosynthesis of green plants and solar energy harvesting of some archaea. Here, we describe use of a TiO₂/C₃N₄ semiconductor heterojunction nanotube membrane to realize similar light-driven directional ion transport performance to that of biological systems. This heterojunction system can be fabricated by two simple deposition steps. Under unilateral illumination, the TiO₂/C₃N₄ heterojunction nanotube membrane can generate a photocurrent of about 9 μA/cm², corresponding to a pumping stream of ∼5500 ions per second per nanotube. By changing the position of TiO₂ and C₃N₄, a reverse equivalent ionic current can also be realized. Directional transport of photogenerated electrons and holes results in a transmembrane potential, which is the basis of the light-driven ion transport phenomenon. As a proof of concept, we also show that this system can be used for enhanced osmotic energy generation. The artificial light-driven ion transport system proposed here offers a further step forward on the roadmap for development of ionic photoelectric conversion and integration into other applications, for example water desalination.