National Science Education Standards: A political document

The National Science Education Standards provides a vision teaching and learning science for the science education system and criteria to measure progress toward that vision. The document contains standards for content, teaching, assessment, three major levers of change identified by policy analysts. The Standards also include program standards for schools and districts and system standards. This article describes how the Standards were developed within a political context, through a process with political aspects and includes political intents. It closes with recommendations about why and how science education researchers might engage in the political process. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 711–727, 1998.     

Reinforcement expectancy and trial spacing effects in delayed matching-to-sample by pigeons

Four experiments assessed the role of reinforcement expectancies in the trial spacing effect obtained in delayed matching-to-sample by pigeons. In Experiment 1, a differential outcome (DO) group received reinforcement with a probability of 1.0 for correct comparison responses following one sample stimulus and a probability of 0.2 for correct comparison responses following the other sample stimulus. The nondifferential outcome (NDO) group received reinforcement with a probability of 0.6 for correct responses to either stimulus. While matching accuracy was higher for the DO group than for the NDO group, both groups showed an equivalent decline in accuracy as the intertriai interval (ITI) duration was decreased. However, within the DO group, ITI duration affected performance on low-probability-of-reinforcement trials but not on high-probability-of-reinforcement trials. In Experiment 2, delay interval (DI) duration was 5, 10, or 15 sec and accuracy was higher for the DO group than for the NDO group at all DI durations. In addition, accuracy decreased similarly on high- and low-probability-of-reinforcement trials for the DO group as DI was increased. In Experiment 3, all birds were studied under DO conditions and ITI duration was manipulated along with DI duration. At the short DI duration, decreasing ITI duration had a detrimental effect on low-probability-of-reinforcement trials but no effect on high-probability-of-reinforcement trials. At the long DI duration, decreasing ITI duration had detrimental effects on both types of trials. In Experiment 4, unsignaled ITI reinforcers disrupted accuracy when the DI was long and when the ITI was short. The applicability of scalar expectancy theory to these data is discussed.     

Revisiting size effects in higher education research productivity

The potential occurrence of variable returns to size in research activity is a factor to be considered in choices about the size of research organizations and also in the planning of national research assessment exercises, so as to avoid favoring those organizations that would benefit from such occurrence. The aim of the current work is to improve on weaknesses in past inquiries concerning returns to size through application of a research productivity measurement methodology that is more accurate and robust. The method involves field-standardized measurements that are free of the typical distortions of aggregate measurement by discipline or organization. The analysis is conducted for 183 hard science fields in all 77 Italian universities (time period 2004–2008) and allows detection of potential differences by field.     

A sensitivity analysis of research institutions’ productivity rankings to the time of citation observation

One of the critical issues in bibliometric research assessments is the time required to achieve maturity in citations. Citation counts can be considered a reliable proxy of the real impact of a work only if they are observed after sufficient time has passed from publication date. In the present work the authors investigate the effect of varying the time of citation observation on accuracy of productivity rankings for research institutions. Research productivity measures are calculated for all Italian universities active in the hard sciences in the 2001–2003 period, by individual field and discipline, with the time of the citation observation varying from 2004 to 2008. The objective is to support policy-makers in choosing a citation window that optimizes the tradeoff between accuracy of rankings and timeliness of the exercise.     

A sensitivity analysis of researchers’ productivity rankings to the time of citation observation

In this work we investigate the sensitivity of individual researchers’ productivity rankings to the time of citation observation. The analysis is based on observation of research products for the 2001–2003 triennium for all research staff of Italian universities in the hard sciences, with the year of citation observation varying from 2004 to 2008. The 2008 rankings list is assumed the most accurate, as citations have had the longest time to accumulate and thus represent the best possible proxy of impact. By comparing the rankings lists from each year against the 2008 benchmark we provide policy-makers and research organization managers a measure of trade-off between timeliness of evaluation execution and accuracy of performance rankings. The results show that with variation in the evaluation citation window there are variable rates of inaccuracy across the disciplines of researchers. The inaccuracy results negligible for Physics, Biology and Medicine.     

The myth of The Phoenix: progressive education,migration and the shaping of the welfare state, 1985–2015

Abstract

Since the 1970s, many western welfare states have been subject both to increased migration and to a renewed interest in progressive education. The present article addresses the question of whether these two phenomena are related and how changing notions of the welfare state shape and are shaped by this relationship. To answer the question, we concentrate our attention on the case study of Ghent (Belgium), which from the 1970s onwards has been characterised not only by a growing ethnic diversity but also by a renewed interest in progressive educational initiatives. Drawing on oral history with key figures in the local educational field and research in school archives, this article indicates that progressive initiatives in the last few decades have indeed emerged as an answer to migration patterns. But whereas initial initiatives in the 1980s arose from an endeavour to cater for the migrant child, some recent initiatives arose from an attempt to exclude the same child.     

How important is choice of the scaling factor in standardizing citations?

Because of the variations in citation behavior across research fields, appropriate standardization must be applied as part of any bibliometric analysis of the productivity of individual scientists and research organizations. Such standardization involves scaling by some factor that characterizes the distribution of the citations of articles from the same year and subject category. In this work we conduct an analysis of the sensitivity of researchers’ productivity rankings to the scaling factor chosen to standardize their citations. To do this we first prepare the productivity rankings for all researchers (more than 30,000) operating in the hard sciences in Italy, over the period 2004–2008. We then measure the shifts in rankings caused by adopting scaling factors other than the particular factor that seems more effective for comparing the impact of publications in different fields: the citation average of the distribution of cited-only publications.     

CONTEMPLATIVE INSTRUCTION AND THE GIFTS OF BEAUTY,LOVE, AND SILENCE

In this essay Angelo Caranfa maintains that what education should be engaging in is a ceaseless effort of cultivating in the students attention to the things of the spirit—that is, the world of aesthetic apprehension as described by such figures as Plato and Simone Weil. Caranfa attempts to show that in Plato and in Weil, we receive a vision of education that motivates the contemplative life conceived as contact with the Good, Truth, Justice, Love, and Beauty. This is a life of detachment or withdrawing, of looking or attention, of silence, and of contemplation or prayer, which is essentially a way of learning that leads, step by step, or degree by degree, and by repeated exercises, out of the cave to the realm of goodness, truth, justice, love, and beauty. This contemplative method of learning that the writings of Plato and Weil offer us is not only a critique of today's method of problem solving, of statistical analysis, of verbal noise, and lack of attention, but also of those who speak of learning apart from the spirit of beauty.