Political transformation and research methodology in doctoral education

This paper examines the relationship between political change and epistemologies and methodologies employed at doctorate level. It does so by analysing the range of topics, questions and methodologies used by doctoral students at the University of Pretoria’s Faculty of Education between 1985 and 2005—a time-frame that covers the decade before and the decade after South Africa’s historical transition to democracy in 1994. During this period the composition of doctoral students at that faculty changed from being largely white and male to a more diverse population in terms of gender and race. A crucial shift took place after 2000 with the arrival of a Black dean who sought to introduce a transformational shift. The paper makes use of Karmon’s notion of epistemic environment, which refers to the way knowledge is conceptualised at institutional level. The data shows how the authoritarian and regulated epistemic environment that shaped the conception of knowledge at the faculty until 2000 created doctoral dissertations that aimed to correct and guide the society but lacked critical discourse and relevance to South Africa’s political, social and educational context. While the transition to democracy in 1994 produced merely semantic changes, if any, the strong internal initiative to change the research culture from 2000 onwards has managed to shift basic notions of truth and knowledge and the understanding of the role and nature of research. This movement was, however, constrained by the institution’s long-established epistemic environment.     

The impact of short-term economic fluctuations on kindergarten enrollment

For some 5-year-olds, delayed kindergarten enrollment may result in long-term academic benefits. Although waiting an additional year allows for further development prior to the start of formal education, the economic costs of the next best alternatives can be significant. This study examines the impact of short-term economic fluctuations on a household's kindergarten enrollment decision. I find that during economic downturns kindergarten enrollment increases. To explore a potential mechanism through which this effect may arise, I propose an instrumental variables approach to identify the causal effect of fluctuations in household resources due to the business cycle on the timing of kindergarten enrollment.     

The American Community Survey: An introduction to the basics

The Bureau of the Census initiated the American Community Survey (ACS) in 2005. It will revolutionize the use of census data by providing annual updates to statistics that in the past were collected only every 10 years. Statistics will be published for areas of 65,000 people or more every year. The Bureau of the Census will distribute data for areas of between 20,000 and 64,999 in "3-year period averages." The first 3 year average will appear in 2008 covering 2005–2007. Subsequent data will be issued annually for the following three year periods. (e.g., 2006–2008, 2007–2009) Statistics for areas smaller than 19,999 will be published in 5-year period averages, the first to be published in 2010 covering 2005–2009. Subsequent data to be issued annually will cover 2006–2010, 2007–20011, … This paper provides background information about ACS, similarities and differences between it and the decennial census, the interpretation of statistics based upon period averages, relationships among ACS and other Bureau of the Census Surveys, and the expected future of the survey.     

Alignment of Mathematics State-Level Standards and Assessments: The Role of Reviewer Agreement

This article examines the role of reviewer agreement in judgments about alignment between tests and standards. We used case data from three state alignment studies to explore how different approaches to incorporating reviewer agreement changes alignment conclusions. The three case studies showed varying degrees of reviewer agreement about correspondences between objectives and test items. Moreover, taking into account reviewer agreement in the analyses sometimes had a marked effect on alignment conclusions. We discuss reasons for differences across case studies and alignment approaches, as well as implications for future alignment efforts.