Understanding the 9/11 Commission archive: control, access, and the politics of manipulation

This article examines a range of issues surrounding the archive developed by the National Commission on Terrorist Attacks Upon the United States, better known and the ??9/11 Commission.?? We provide a partial biography of the 9/11 Commission??s archival record as it was being assembled. This contemporaneous analysis of the politics surrounding this archive during its formative stage lends insights into the political and power dynamics shaping this archive. We review how the public record and public knowledge of 9/11 were shaped by the processes surrounding the accretion of this archive by charting records access and control controversies before, during, and years after the Commission submitted its final report. Despite claims from all sides that what was needed was an unfiltered, non-partisan and accurate review of what went wrong and how it went wrong, the story we outline underscores that the composition, accumulation, access to, and control of the archival record surrounding 9/11 was shaped as much by political concerns over blame and responsibility (and evading it) as it was by good faith efforts to get to the heart of the matter. In the charged atmospherics of modern US politics, custodial power over the record and access to it was used to prevent political embarrassment and to submerge??as opposed to surface??basic facts. Those with powers over access were not willing to risk having the documentary record either accessed or analyzed in a truly independent manner. This does not bode well, and in fact represents a deeper structural reality that will confound similar future governmental investigations that require access from those it is investigating. There is no reason to doubt that, absent a seismic shift in how the record is maintained and controlled, the archive will continue to be used as a means to shape and interfere with legitimate inquiries.     

Resilient principals in challenging schools: the courage and costs of conviction

The work of leaders in schools takes place in shifting and sometimes conflicting reform contexts which tend to increase and intensify their professional work and personal lives as they seek to influence a range of stakeholder groups and individuals in processes of school improvement. Such diverse and sometimes competing demands of policy, local context and educational values not only challenge the breadth of qualities, knowledge and skills possessed by leaders, but also test their adaptivity, flexibility and intellectual, and emotional energy on an everyday basis. Although much of the literature on resilience suggests that it is a necessary quality in extreme adverse circumstances – for example, physical or emotional trauma as a result of conflict – it seems obvious that everyday resilience will be an essential quality and a necessary capacity for leaders to lead to their best. However, this may be sorely tested as the range of their roles and responsibilities expands and their space to exercise ‘responsible agency’ at work shrinks, together with personal space outside the workplace – traditionally viewed as a time to reflect, recover and renew. A recent survey showed that, in England, for example, only 7% of secondary heads perceived that they had any time to engage in interests outside their work; it is unlikely that much will have changed in the years since then, as more recent root-and-branch reforms in the governance and curricula of schools in England and Wales demonstrate. How leaders of schools, which serve high-challenge communities of socio-economic disadvantage, sustain their resilience and the costs of doing so in raising and sustaining their levels of success has received only scant attention in the research literature. This paper reports the outcomes of research into the work of 12 successful principals who work in schools in challenging environments in different countries and were asked to talk about their contexts and the challenges which they had overcome in order to achieve their success. It uses one of these as an illustration of the role courage and conviction plays in all their lives.     

Making the failure more productive: scaffolding the invention process to improve inquiry behaviors and outcomes in invention activities

Invention activities are Productive Failure activities in which students attempt (and often fail) to invent methods that capture deep properties of a construct before being taught expert solutions. The current study evaluates the effect of scaffolding on the invention processes and outcomes, given that students are not expected to succeed in their inquiry and that all students receive subsequent instruction. While socio-cognitive theories of learning advocate for scaffolding in inquiry activities, reducing students’ agency, and possibly their failure rate, may be counter-productive in this context. Two Invention activities related to data analysis concepts were given to 87 undergraduate students in a first-year physics lab course using an interactive learning environment. Guided Invention students outperformed Unguided Invention students on measures of conceptual understanding of the structures of the constructs in an assessment two months after the learning period. There was no effect, however, on measures of procedural knowledge or conceptual understanding of the overall goals of the constructs. In addition, Guided Invention students were more likely to invent multiple methods during the Invention process. These results suggest that the domain-general scaffolding in Invention activities, when followed by instruction, can help students encode deep features of the domain and build on their failures during Productive Failure. These results further suggest not all failures are equally productive, and that some forms of support help students learn form their failed attempts.     

Students Who Demonstrate Strong Talent and Interest in STEM Are Initially Attracted to STEM through Extracurricular Experiences

What early experiences attract students to pursue an education and career in science, technology, engineering, and mathematics (STEM)? Does hands-on research influence them to persevere and complete a major course of academic study in STEM? We evaluated survey responses from 149 high school and undergraduate students who gained hands-on research experience in the 2007–2013 Aspiring Scientists Summer Internship Programs (ASSIP) at George Mason University. Participants demonstrated their strong interest in STEM by volunteering to participate in ASSIP and completing 300 h of summer research. The survey queried extracurricular experiences, classroom factors, and hands-on projects that first cultivated students’ interest in the STEM fields, and separately evaluated experiences that sustained their interest in pursuing a STEM degree. The majority of students (65.5%, p < 0.0001) reported extracurricular encounters, such as the influence of a relative or family member and childhood experiences, as the most significant factors that initially ignited their interest in STEM, while hands-on lab work was stated as sustaining their interest in STEM (92.6%). Based on these findings collected from a cohort of students who demonstrated a strong talent and interest in STEM, community-based programs that create awareness about STEM for both children and their family members may be key components for igniting long-term academic interest in STEM.     

Television Use and Social Capital: Testing Putnam's Time Displacement Hypothesis

Robert Putnam (1995a, 19956) charged that television is the driving force behind the decline in social capital in America. He argued that television viewing has privatized our leisure time, thus inhibiting participation outside the home. However, Putnam's time displacement hypothesis never has been tested. We empirically examined the extent to which television reduces social capital through time displacement. Analyses of data from a Midwestern city (N = 416) did not support the time displacement hypothesis; time spent with television did not affect civic engagement through perceptions of time pressure. There was only a direct negative impact of television viewing time on civic engagement. Time spent reading newspapers enhanced engagement. Moreover, this relation worked indirectly through time pressures-the more time spent with newspapers, the less time pressures one perceived.     

The West Wing and Depictions of the American Presidency: Expanding the Domains of Framing in Political Communication

This study uses framing to assess how the office of the President of the United States is depicted on NBC's The West Wing. This work represents a theoretical and empirical domain extension of framing in political communication, an area of study dominated by analyses of news content. Three distinct presidential depictions are analyzed: chief executive, political candidate, and private citizen. This quantitative content analysis of the 2001–2002 The West Wing television season addresses the frequency with which the fictional president performs these three roles and posits several hypotheses concerning the relative presentation of personality characteristics across contexts. All three roles are represented with substantive frequency, with the chief executive role dominating. Principled character traits are evident more often when the fictional President Bartlet is acting as chief executive than as a private citizen. Conversely, Bartlet presents more engaging personality traits when acting as a private citizen than as either chief executive or political candidate. Implications for these finding are outlined and future lines of research are detailed.     

Construct Validity of the Community College Survey of Student Engagement (CCSSE)

The use of established scales in research is beneficial for benchmarking, but problematic when local results are invalid, both for local administrators and for the data pool in which the data become part. Administrators at one southeastern community college, as part of a statewide system's effort to exceed a given threshold on the Community College Survey of Student Engagement (CCSSE), focused on the importance of local validation of an instrument assumed to be valid.     

Getting Ready for School: Piloting Universal Prekindergarten in an Urban County

Investments in high-quality early care and education have been shown to reap societal benefits across the lives of the children served. A key intervention point is in the lives of 3- to 5-year olds during the period prior to entering kindergarten. Many jurisdictions have developed broad-based prekindergarten initiatives. This study reports on a pilot universal prekindergarten program in 24 sites in the Cleveland, Ohio area. Child assessment data were collected on 204 children from early care classrooms for 3- to 5-year olds across 3 time points by trained observers using 2 standardized instruments. Changes in achievement scores were shown to be significantly predicted by race, parental education level, and whether the family spoke English as a second language, with largest gains shown among children who were most behind at baseline. The findings serve to illuminate the developmental trajectory of children before kindergarten and how data can be used to inform practice and policy.     

Editorial

This article discusses the advantages and disadvantages of using information and communication technology (ICT) as a mediating artefact in the classroom compared to alternative tools with illustrations from a qualitative classroom study. The aim of the article is to describe and show the conditions that have to be satisfied if ICT is to have an advantage over alternative tools in a classroom. The main focus is on the importance of the context of the learning activities, in which the teacher plays an important part. Theories on language and learning are presented and the article concludes with reflections on the teacher’s role in the use of ICT in the classroom.     

Value and the Unseen Producers: Wages for Housework in the Women's Movement in 1970s Italy and the Prosumers of Digital Capitalism

This article examines the problem of value in unpaid labor from the perspective of the domestic labor struggles in the Wages for Housework campaign of the early 1970s in Italy. Some of the history of this movement is recounted in regard to the question of value in capital and, importantly, beyond capital. The issues of value that are raised in this perspective by posing questions of value in domestic labor against those in digital labor are not only the analogical and even the metonymical relations of domestic sphere production to digital labor and the critical discourse on it, but the historical and the foundational quality of the former to the latter, as well. In these models the larger social and cultural traditions within which labor is literally begotten remain, and so does capital's use of them.