The decomposition of sociology

This essay was originally presented as part of the panel “The Social Sciences, An Intellectual Balance Sheet,” at “On the State of Academic Discourse,” the third national conference of the National Association of Scholars, held in Minneapolis, October 18 to 20, 1991. It is part of the opening chapter of a book scheduled for publication in 1993 by Oxford University Press tentatively entitledThe Decomposition of Sociology.     

Differences in African‐American and European‐American students' engagement with nanotechnology experiences: Perceptual position or assessment artifact?

This study examined middle and high school students' perceptions of a weeklong science experience with nanotechnology and atomic force microscopy. Through an examination of student self assessments and their writing, the study allowed us to examine some of the issues that may contribute to discrepancies that are seen between European‐American and African‐American students in science. The results of the study showed that after instruction, African‐American students were significantly more likely to agree with the statement that “science involves mostly memorizing things and getting the right answer,” than European‐American students. In addition, European‐American students were significantly more likely to write their newspaper stories from a first person perspective than their African‐American peers. The results are discussed in light of the assessment task, students' interpretations of formal writing, cultural differences in the use of language in writing, and possible cultural differences in students' perceptions of the science experience. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 787–799, 2007     

Game Over? No Main or Subgroup Effects of the Good Behavior Game in a Randomized Trial in English Primary Schools

Abstract

This study aimed to examine the impact of a universal, school-based intervention, the Good Behavior Game (GBG), on children’s behavior, and to explore any subgroup moderator effects among children at varying levels of cumulative risk (CR) exposure. A 2-year cluster-randomized controlled trial was conducted comprising 77 primary schools in England. Teachers in intervention schools delivered the GBG, whereas their counterparts in control schools continued their usual provision. Behavior (specifically disruptive behavior, concentration problems, and pro-social behavior) was assessed via the checklist version of the Teacher Observation of Classroom Adaptation. A CR index was calculated by summing the number of risk factors to which each child was exposed. Multilevel models indicated that no main or subgroup effects were evident. These findings were largely insensitive to the modeling of CR although a small intervention effect on disruptive behavior was found when the curvilinear trend was used. Further sensitivity analyses revealed no apparent influence of the level of program differentiation. In sum, our findings indicate that the GBG does not improve behavior when implemented in this sample of English schools.     

The relationship between resistance to change and Romanian teachers’ attitude towards continuing education: the moderating role of conscientiousness

Previous research highlights that personal factors are more important than contextual factors in explaining teachers’ behaviours in relation to learning participation. The present study explores the relationship between two personal factors (dispositional resistance to change and teachers’ attitude towards continuing education) and the moderating role of conscientiousness on this relationship. The data have been gathered from 142 teachers from the field of special and public education, using three questionnaires: Revised Adult Attitudes Towards Continuing Education Scale, Resistance to Change Scale and IPIP-50. The main results show that, firstly, conscientiousness has a moderating role on the relationship between dispositional resistance to change and enjoyment of learning, and secondly, teachers in special education consider their continuing education as being more important than teachers in the regular system. Knowing this, we can predict and increase teachers’ participation in continuing education and can improve training design.     

Engaged food science: Connecting K‐8 learners to food science while engaging graduate students in science communication

Connecting the public to concepts in science, technology, engineering, and mathematics (STEM) is an essential for technological advancement and inspiring future scientists, impacting both the communicator and the audience's understanding of scientific topics. Without proper communication of scientific knowledge, acceptance and implementation of new technologies can be hindered. Additionally, increasing public awareness about current scientific issues through STEM engagement permits more informed policy and consumer choices, especially in the field of food science where many new food technologies are met with initial resistance by the consuming public. Here, we describe an event that introduced topics in food science to the nonexpert public, including K‐8th grade participants and their adult caregivers in an informal learning environment. This program consists of six activities that collectively introduce three areas in food science: food chemistry, food microbiology, and process engineering. Protocols are provided for each activity including a materials list (with the option to scale up or down according to event duration, event space allowances, and number of participants), learning objectives and discussion points that are adaptable to different age groups, event spaces, or budgets. Each activity has a participatory component to ensure both audience member and instructor engagement. A program designed for food science communication empowers young scientific minds to better understand complex scientific topics and could inspire them to envision a possible career in STEM fields, with the additional benefit of providing graduate students an exciting medium through which they may practice their science communication skills, potentially benefiting not only their personal academic and professional skills but also broader societal needs.     

Symbolism and survival in developing organizations: Regional colleges in Israel [1]

This article draws on the work of John Meyer and others who look at the institutional side of organizations. We analyze the origins and early history of a system of regional colleges in Israel in the context of an emerging postsecondary system. We argue that the terms used to define legitimacy, as well as who defines it, are crucial issues in the institutionalization of educational organizations, especially colleges and universities.     

Organizational Capacity Building for Sexual Health Promotion

We present an organizational capacity building program that is a systemic approach to training professionals, creating organizational policies and practices, and enhancing the physical environment with materials about sexual and reproductive health. The evaluation of four different organizations showed increases over six months in: staff reports of administrative support for providing materials and referrals to clients, as well as having sexual health conversations with clients; positive staff attitudes about, and preparedness for, providing sexual health information; and knowledge about sexual health. All were sustained at twelve months. Environmental enhancement with educational materials and condom distribution also increased.     

Health Literacy of Students with and without Individualized Education Programs: A Brief Report

While much is known about the educational, behavioral, and social needs of adolescents receiving school-based special education services, one critical domain, health literacy, has been largely unexamined. Given the impact of health and health management on the well-being of all persons, and the likelihood of additional challenges for students receiving special education supports, this study sought to examine and compare the health needs and transition preparedness of 341 adolescents with and without Individualized Education Programs (IEPs). Survey items were selected from widely used health literacy, health risk, and health related quality of life measures. Findings revealed that for students with IEPs, the risk for having limited health literacy was 128% higher than for their peers without IEPs. Students with IEPs were also significantly more likely to demonstrate risk across indicators of health related quality of life, health risk, and access. Limitations, research recommendations, and implications are addressed.