Rethinking inequalities between deindustrialisation,schools and educational research in Geelong

Inequalities have historically been conceptualised and empirically explored with primary reference to the human. Both measurements of educational inequalities through the production of data about students, teachers and schools, and ethnographic explorations of inequalities in the spoken accounts of human actors in schools can elide affective histories and material geologies of the earth that entwine with societal inequalities, and political questions of the relation between particular human bodies and the earth. In this article, we question: What might it do to rethink the concept of educational inequalities beyond human relations, from within a specific geographical territory? We seek to rethink inequalities including but exceeding these human relations; we argue that inequalities between humans, and between humans and the more-than-human, are materially generated and perpetuated. We offer three theoretical trajectories that consider the affective, spatial and material dimensions of inequality to rethink the relations between inequality, deindustrialisation and schooling. Educational research is implicated in the (re)production of inequalities, as well as having the potential to be part of the production of more equitable relations.     

The instinct fallacy: the metacognition of answering and revising during college exams

Students often gauge their performance before and after an exam, usually in the form of rough grade estimates or general feelings. Are these estimates accurate? Should they form the basis for decisions about study time, test-taking strategies, revisions, subject mastery, or even general competence? In two studies, undergraduates took a real multiple-choice exam, described their general beliefs and feelings, tracked their performance for each question, and noted any revisions or possible revisions. Beliefs formed after the exams were poor predictors of performance. In contrast, real-time metacognitive monitoring – measured by confidence ratings for each individual question – accurately predicted performance and were a much better decisional guide. Measuring metacognitive monitoring also allowed us to examine the process of revising an answer. Should a test-taker rely on their first choice or revise in the face of uncertainty? Experience seems to show that first instincts are correct. The decision-making literature calls this the first-instinct fallacy, based on extensive analysis of revisions, and recommends revising more. However, whereas revisions have been analyzed in great detail, previous studies did not analyze the efficacy of sticking with an original choice. We found that both revising and sticking resulted in significantly more correct than incorrect outcomes, with real-time metacognition predicting when each was most appropriate.     

Through the looking glass: Ethnic and generational patterns of immigrant identity

Traditional theories of the “looking glass self” and “social mirroring” assume that people's views of their own group reflect the societal view. Crocker and colleagues (Crocker, J., Luhtanen, R., Blaine, B., & Brodnax, S. (1994). Collective self-esteem and psychological well-being among white, black, and Asian college students. Personality and Social Psychology Bulletin, 20, 503–513), however, found ethnic group differences in the extent to which private and public views correspond. We report data from two studies that further examine this correspondence in (a) a sample of first- and second-generation Black immigrants and (b) samples of first- and second-generation Asian/Pacific Islander, Black, Latino, and White immigrants. Study 1 shows significant shifts for Black immigrants, from a high correlation between public and private regard in the first generation to a non-significant relationship in the second generation. Study 2 replicates the findings for the Black sample and shows different patterns of association for the other three groups. It also shows that endorsement of multiculturalism moderates the relationship between public and private regard among first generation Black and Latino immigrants. We discuss these results in terms of managing the negative value associated with one's group in society and consider immigration as a site for studying social change.     

Do they want it? Do they use it? The ‘Demand-Side’ of e-Government in Australia and New Zealand

Drawing on 435 telephone interviews in Australia and 498 in New Zealand, this paper investigates the ‘demand’ side of e-government. That is, we examine the use of and support for e-government measures. Whilst respondents were generally supportive of e-government on a number of measures, we find that the majority were reluctant to use some of the more sophisticated ‘transactional’ e-government measures, and less than half had even visited a government website. High users of information and communications technologies (ICT) were more likely to use e-government measures, and are more positive towards e-government in general across several measures. Similar to a number of U.S. studies, we find a ‘digital divide,’ where older age, and less education were associated with lower ICT and e-government use and support. Income level was not a statistically significant predictor in all cases however, and gender was not significant for e-government support.     

Curriculum development for quantitative skills in degree programs: a cross-institutional study situated in the life sciences

Higher education policies are increasingly focused on graduate learning outcomes, which infer an emphasis on, and deep understanding of, curriculum development across degree programs. As disciplinary influences are known to shape teaching and learning activities, research situated in disciplinary contexts is useful to further an understanding of curriculum development. In the life sciences, several graduate learning outcomes are underpinned by quantitative skills or an ability to apply mathematical and statistical thinking and reasoning. Drawing on data from a national teaching project in Australia that explored quantitative skills in the implemented curricula of 13 life sciences degree programs, this article presents four program-level curricular models that emerged from the analysis. The findings are interpreted through the lens of discipline-specific research and general curriculum design theories to further our understanding of curriculum development for graduate learning outcomes. Implications for future research and to guide curriculum development practices in higher education are discussed.     

Moving through the Faculty Ranks: An Exploratory Study on the Perceived Importance of Book Publishing and Publishing in Peer‐Reviewed Journals in Criminology/Criminal Justice

This research explored the perceptions of members (N = 454) from two national criminology/criminal justice organizations regarding the significance of book publications and publishing peer‐reviewed journal articles for tenure and promotion. The research revealed the sentiment that journal article publications were perceived to be important publications when it came to promotion to both the associate and full professor ranks. More specifically, white faculty, those employed at research institutions, held a doctorate, and had considerable journal article publications, felt peer‐reviewed articles were important for tenure and promotion. The authors close by arguing that tenure and promotion committees should be open to book publications.     

Effects of employing ridge regression in structural equation models

LISREL 8 invokes a ridge option when maximum likelihood or generalized least squares are used to estimate a structural equation model with a nonpositive definite covariance or correlation matrix. The implications of the ridge option for model fit statistics, parameter estimates, and standard errors are explored through the use of 2 examples. The results indicate that maximum likelihood estimates are quite stable with the ridge option, though fit statistics and standard errors vary considerably and therefore cannot be trusted. As a result of these findings, the application of the ridge method to structural equation models is not recommended.     

Education in the interregnum: an evaluation of Zygmunt Bauman’s liquid-turn writing on education

In his liquid-turn writings, Zygmunt Bauman has come to identify liquid modernity as a period of interregnum. Education has a central role to play within the contemporary interregnum by opening up a new public sphere for dialogue. However, the processes of liquefaction manifest themselves in conditions that severely limit a person’s ability to exercise their human agency. Bauman provides no indication of how the educators can escape the processes that limit agency, nor does he explain how educators can combat the seductive consumerism that students need to overcome before they can engage in a reconstruction of the public sphere.     

Using Conjunctive Methods to Explore Factors Associated with On-Time Grade Attainment Among High Risk Youth

This study examines risk and protective factors associated with on-time grade attainment among a cohort of high risk elementary age youth 3?years post truancy intervention. Conjunctive Analysis of Case Configurations was used to identify dominant subpopulation profiles and assess distinctions in the likelihood of on-time grade completion among groups with unique combinations of characteristics. Comparisons of subpopulation profiles revealed substantial contextual variability in the influence of race, gender, service completion, psychosocial risk factors, and truancy. Findings indicate race is not influential across all grades but appears to be dependent on truancy level. Although psychosocial risk factors are not present for K-3^rd profiles, they are critical among 4-5^th graders, specifically lack of motivation. Findings from this study allow practitioners to better understand risk and protective factors influencing grade progression and aids in the development of individualized case management and intervention. Findings indicate better policies are needed to address early truancy.