Statistical design,models and analysis for the job change framework

The author wishes to thank David R. Black and Teri A. Loughead for their invitation to contribute this paper, and for stimulating his interest in models of job change. Research on this paper was supported, in part, by NSF grant DMS-8901922.     

Predatory schools and student non-lives: a discourse analysis of the Safe Schools Coalition Australia controversy

This article addresses the controversy surrounding the Safe Schools Coalition Australia. Certain politicians and media commentators have accused the initiative of harming the students it ostensibly aims to benefit. Those accusations have, in turn, been labelled ‘homophobic’ by supporters of the Coalition. This article suggests that the term homophobic does not adequately describe or explain the visceral hostility of anti-Safe Schools discourses. Drawing on discourse analysis, I demonstrate how Safe Schools has been represented by its critics as being a sexual predator, while students have been represented as innocent, asexual, and requiring protection by their parents. These parents are the ones who can and should regulate their child’s access to sexual knowledge – and who can and should oppose Safe Schools. I conclude by arguing that the Safe Schools controversy is useful in that it provides an opportunity to recognise gender and sexually diverse student lives as being ‘lives’; and to consider how programmes such as Safe Schools can help create safer educational environments for these and other disadvantaged students.     

Choice and percentage reinforcement in pigeons

Pigeons responded on a two-key concurrent chains choice procedure with the same level of percentage reinforcement on each key. During the initial links, a choice response on either key occasionally produced a conditioned reinforcer—which on one key was associated with a 15-sec, and on the other key with a 30-sec, interreinforcement interval—or an extinction stimulus. In Part 1, the initial links were equal. With successive decreases in the probability of a reinforcer, choice shifted from preference for the 15-sec terminal link toward indifference. In Part 2, the initial links were unequal and were arranged so that the shorter initial link preceded the 30-sec terminal link. At a high probability of a reinforcer, the pigeons again preferred the 15-sec terminal link. However, at a low probability, the pigeons reversed and preferred the alternate key. It was concluded that the conditioned reinforcers tended to become functionally equivalent at a low probability of a reinforcer, despite the nominally different interreinforcement intervals, with the result that choice was then modulated by the relative size of the initial links. The data are inconsistent with the view that choice and the strength of conditioned reinforcers are isomorphic with the reduction in delay to reward correlated with terminal link stimuli.     

Reading Literacy Performance in Norway: current practice and critical factors

This qualitative study explored reading literacy performance of Norwegian students (Grades 1–10). Semistandardised interviews were conducted with 36 academics, school administrators, and teachers to investigate reading literacy development, factors associated with literacy performance, and recommendations for improvement. Reading literacy lessons were also observed in 10 classrooms to determine how reading literacy is developed. Data from the International Association for the Evaluation of Educational Achievement study ( Elley, 1994 ) and the Programme for International Student Achievement study ( OECD, 2001 ) were analysed to enrich understanding of the Norwegian literacy situation. Recommendations include greater reading education for teachers, communication and collaboration between stakeholders, engagement and interest in reading, balanced reading instruction, development of linguistic awareness, use of early intervention programmes, explicit strategy instruction, and use of bilingual education.     

Critical Thinking, Epistemic Virtue, and the Significance of Inclusion: Reflections on Harvey Siegel's Theory of Rationality

Among proponents of critical thinking, Harvey Siegel stands out in his attempt to address fundamental epistemological issues. Siegel argues that discursive inclusion of diverse groups should not be confused with rational justification of the outcome of inquiry. He maintains that epistemic virtues such as inclusion are neither necessary nor sufficient for rational judgment, and that if we are to avoid falling prey to relativism, criteria are needed to distinguish which of these virtues are indeed rational. However, the author argues that at least some of Siegel's own rational criteria cannot pass the "necessary or sufficient" standard by which he measures epistemic virtues. Moreover, reliance upon criteria fails to settle conflict in cases of disagreement over what constitutes authoritative evidence. Jürgen Habermas's theory of communicative rationality can help us to overcome this impasse, because it provides a nonrelativistic basis for justifying inclusion and giving it a place of priority in practical reasoning.     

Measures of greatness: A Lotkaian approach to literary authors using OCLC WorldCat

This study examines the productivity, eminence, and impact of literary authors using Lotka's law, a bibliometric approach developed for studying the published output of scientists. Data on literary authors were drawn from two recent surveys that identified and ranked authors who had made the greatest contributions to world literature. Data on the number of records of works by and about selected authors were drawn from OCLC WorldCat in 2007 and 2014. Findings show that the distribution of literary authors followed a pattern consistent with Lotka's law and show that these studies enable one to empirically test subjective rankings of eminent authors. Future examination of distribution of author productivity might include studies based on language, location, and culture.     

Reconciling differences: Conflict management strategies of catholic college and university presidents

Catholic college and university presidents leadat the confluence of academic authenticity andreligious faith. They attempt to frame anddefine changing realities in institutions thathave become increasingly secular, and subjectedto many of the same problems common to highereducation in the public sector. Externalpressures, including recent efforts tostrengthen the Catholic identities of theseinstitutions, have added a measure ofcomplexity to leadership roles and challengedthe conflict management skills of institutionalexecutives. The purpose of this study was todevelop a profile of conflict managementbehaviors of US Catholic college and universitypresidents. The profile revealed four factorsthat were common to managing conflict with bothfaculty and trustees: avoidance, smoothing overdifferences, compromise, and collaboration. Abureaucratic forcing factor was linked tofaculty conflict, and a defensive assertivenessfactor emerged for conflict with trustees. Presidents seldom employed a bureaucraticforcing strategy with faculty, but defensiveassertiveness was the second most frequentlyadopted strategy in conflict with trustees. Collaboration was the most frequently usedstrategy for dealing with both faculty andtrustee conflict. Some differences in conflictmanagement approaches were noted in terms ofgender, lay-clergy status, years of experience,and institutional size.