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1.
Heith Copes Stephanie Cardwell John J. Sloan III 《Journal of Criminal Justice Education》2013,24(4):441-461
Because Scopus and metrics like the h-index and m-quotient have become increasingly popular for assessing the impact of social science scholarship, criminology and criminal justice (CCJ) departments may be tempted to use those metrics when making important decisions like tenure and promotion. However, since no discipline-wide standards based on those metrics yet exist, CCJ departments have no comparative basis for interpreting the results of citation analyses of a particular faculty member’s scholarship. To identify what a set of disciplinary standards might look like, we used Scopus and calculated mean and median h-index and m-quotient values for faculty members (n?=?504) in CCJ Ph.D. granting departments (n?=?35) by rank and for editorial board members (n?=?91) of Criminology, Justice Quarterly, and the Journal of Research in Crime and Delinquency. Our results illustrate how comparative disciplinary standards could be developed and used by those in CCJ departments to assess the impact of faculty members’ scholarship. 相似文献
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The greater articulation of scientific fields with well-developed paradigms — in Kuhn's sense of the term — is viewed as facilitating scientific activities within those fields. Contrasting two physical science with two social science fields, earlier research reported greater consensus in the physical sciences, greater willingness to work with graduate students, and large advantages in research support and funding as compared to the social sciences.Data on influence in decision-making indicate that physical science departments enjoy greater autonomy from their central administrations, although physicists in lower-quality departments report some administrative pressures over choices of research areas. While social science departments feel less autonomous from their central administrations, they grant more autonomy to individual members. Decisions related to teaching processes are made differently across fields, with the physical sciences relying more heavily on committees, and the social sciences relying on individual-chairman negotiations.Across all four fields (physics, chemistry, sociology, and political science), departments with relatively high reputations exhibit collegial structures, while departments with lower reputations show marked tendencies toward bureaucratization. These findings hold when size of department or university is controlled, although departments in smaller universities report more administrative influence than those in extremely large ones.It is argued: (1) Departmental autonomy in the physical sciences is enhanced by the visibility of consequences made possible by greater paradigm development. (2) Maintenance of individual autonomy in the social sciences is necessitated by the lower visibility of consequences and the uncertainty of outcomes of those fields. (3) The maintenance of collegiality within universities may depend on visibility of favorable consequences relative to socially approved goals.The authors would like to acknowledge the support of the New York State School of Industrial and Labor Relations; of the Science, Technology, and Society Group at Cornell; and of Cornell University. Requests for reprints should be sent to Janice B. Lodahl, School of Management, Crosby Hall, State University of New York at Buffalo, Buffalo, N.Y. 14214. 相似文献
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Angelo Collins 《科学教学研究杂志》1998,35(7):711-727
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. 相似文献
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This paper examines the ideology of one the best known figures in science education in the USA, and draws attention to the
relationship between the political climate and curriculum in national curriculum developments. We are mindful of the forces
shaping the schooling of science in Australia, and we present this analysis as an example of the social forces that dominate
education both here and overseas. Paramount is our desire to open the door for a socially responsible Australian school science
experience.
Social Responsibility of Science in Science Education Group.Specializations: sociology of science education, the nature of science and the production of scientific knowledge, comparative science education
and environmental education.
Social Responsibility of Science in Science Education Group.Specializations: comparative education with particular reference to China, the nature of science and the production of scientific knowledge. 相似文献
5.
贺东航 《内蒙古大学学报(人文社会科学版)》2006,38(4):53-57
随着中国行政体制改革的深入,一些在部门和地区陆续展开“政府绩效评估”的活动试点,对于此类现象,研究者大都从行政管理学的角度出来分析。然而,一旦我们把这一活动置入政治学和社会学的分析框架,它的丰富性即显示出很高的研究价值。本项研究以东南沿海X市S区塑造“公共部门绩效评估”活动为例,可以发现,现行的政治制度框架下,地方政治精英与知识精英如何进行自主性制度创新的尝试,以及政治精英在一定的场域下维持和支撑权力体系的策略,有助于我们认识不同环境下制度创新动力差异的根源。 相似文献
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E. W. Jenkins 《International Journal of Science Education》2013,35(6):613-623
Concern to incorporate historical and philosophical insights within school science curricula is an international phenomenon. Whatever the intrinsic merits of these insights, it is suggested that any willingness on the part of science educators to enter into a rapprochement with scholars in the history, philosophy and sociology (HPS) of science stems mainly from the perceived shortcomings of contemporary school science curricula. Some of the difficulties of incorporating HPS within school science are reviewed and it is argued that, together with broader questions about the role of science in society, historical, philosophical and sociological insights point towards a radical reappraisal of school science education. The article suggests three ways in which such education might respond to some recent work in the history, philosophy and sociology of science. 相似文献
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Julia Bandini Sara Shostak David Cunningham Wendy Cadge 《Assessment & Evaluation in Higher Education》2016,41(3):414-426
Assessment plays a central role in evaluating and strengthening student learning in higher education, and sociology departments, in particular, have increasingly become interested in engaging in assessment activities to better understand students’ learning. This qualitative study builds on previous research on assessment by asking what students in one American university department see themselves learning in the sociology major. Rather than asking students to reflect on what we think they are learning, we asked open-ended questions about skills, topics and modes of education they considered most significant to their learning. The 25 sociology majors in our study included second-year students, graduating fourth-year students and alumni who had graduated five years prior, enabling us to compare what students have learned or are learning across cohorts. Our findings demonstrate that students emphasise a common collection of skills, topics and – especially – modes of learning in the major, despite their various course selections and interests within the discipline, and also that majors’ orientations to sociology vary as they move through, and beyond, the undergraduate curriculum. 相似文献
8.
Four models of possible predictors of changes in prestige for university departments are advanced and tested using multiple regression. Changes in prestige are measured using a residual change score derived from the ratings of departments in various disciplines collected by American Council of Education in 1964 and 1969. The models are tested using data collected from 1,164 faculty in 80 university departments in 1968, and from published sources for that same year. Results indicate that a resource model is the best predictor for sociology, and that a research productivity model and an organizational model were good predictors of reputational change for political science and chemistry. For physics, only one organizational variable was an important predictor. The fourth model tested involved reputation of faculty within the department, and this model yielded the fewest significant results. A composite predictive equation was then used, retaining variables that had emerged as significant in earlier analyses. Results again exhibited large differences across scientific fields, suggesting that there is no single set of factors that can reliably predict improvement or decline in prestige across all disciplines. 相似文献
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William J. Therrien Jonte C. Taylor John L. Hosp Erica R. Kaldenberg Jay Gorsh 《Learning disabilities research & practice》2011,26(4):188-203
Although science has received much attention as a political and educational initiative, students with learning disabilities (LD) perform significantly lower than their nondisabled peers. This meta‐analysis evaluates the effectiveness of instructional strategies in science for students with LD. Twelve studies were examined, summarized, and grouped according to the type of strategy implemented. Effect sizes (ES) were calculated for each study. Across all studies, a mean ES of .78 was obtained, indicating a moderate positive effect on students with LD science achievement. Findings also align with past reviews of inquiry‐based instruction for students with special needs, indicating that students with LD need structure within an inquiry science approach in order to be successful. Additionally, results suggest that mnemonic instruction is highly effective at increasing learning disabled students' acquisition and retention of science facts. 相似文献
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Kwok-Chi Lau 《International Journal of Science and Mathematics Education》2009,7(6):1061-1088
The OECD “Programme for International Student Assessment” or (PISA) is one of the largest-scale international efforts that
have been launched to assess students’ scientific literacy. Such an international assessment would likely exert a profound
impact on the science education policies of the participating countries/regions, including Hong Kong. This paper sets out
to examine critically how scientific literacy has been assessed by PISA through analyzing its assessment frameworks and released
sample items. It was found that the PISA 2000 and 2003 assessments of science have used a narrower definition of scientific
literacy, as compared to that of PISA 2006 and what scientific literacy was construed for science education. However, even
PISA 2006 appears to be more valid in its assessment framework, its validity was also called into question when the sample
items for the trial study were examined. Knowledge about science was found largely about the processes of science, rather than the nature of science as described in the assessment framework. Besides, it intertwined with knowledge of science in a hidden manner. The application of knowledge of science in novel, real-life situations was also jeopardized because of the issue of curricular relevance. Besides these major problems,
the article has discussed the problems with the concept of scientifically investigable questions and identifying research question of an investigation. Overall, the findings raised concern over what the PISA’s measure of scientific literacy actually means. 相似文献
13.
科学知识社会学视野中的科学教育观 总被引：2，自引：0，他引：2
科学知识社会学是在解构传统科学基础上产生的。它提出以强纲领摧毁科学知识的客观性，以信念研究张扬科学知识的社会性，以实验室研究揭示科学知识的境域性。科学知识社会学观照下的科学教育坚持如下基本理念：否定知识的客观性和普遍性，张扬相对的科学知识观；重视全面的科学素养，追求多元的目的观；贯通科学与社会，倡导综合的课程观；摒弃简单的知识灌输，坚持建构与对话的教学观。 相似文献
14.
Mark Oromaner 《Research in higher education》1983,19(3):351-362
This study assesses the relationship between selected professional characteristics of authors of articles published in four leading economics journals and the reception (citations) of these articles in subsequently published articles. Both early reception (citations received within 3 years) and total reception (citations received within 9 years) were examined. The three professional characteristics are professional age, rank of department of affiliation, and scientific repute. Articles written by economists with (1) the longest professional age, (2) an affiliation with one of the 19 most highly rated graduate departments, and (3) the greatest scientific repute received the most citations during both the early and total reception periods. The analysis is placed within the framework of the sociology of science. 相似文献
15.
Richard L. Cummings 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1970,16(2):178-192
Summary This article has presented a rationale for manpower planning and has explored the conceptual strengths and weaknesses of five of the commonly utilized strategies for approaching manpower planning. Just as disciplines, e.g., economics, sociology and political science, are not clearly discrete areas of inquiry but, in part, overlap one another, so also do the above cited strategies overlap and merge in thede facto arenas of application and analysis. The arbitrary identification of five approaches is intended here only as an initial taxonomy. Thus, this analysis was initiated within a spirit of inquiry and is intended not to reflect dogma, complacency, or premature judgment, but rather to present the application of social science principles to the resolution of immediate and pressing educational problems of transnational significance.
Methodische Ansätze der Arbeitskräfteplanung
Conceptions de la planification de la main-d'oeuvre相似文献
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Rosemary Deem 《International Studies in Sociology of Education》2013,23(1):21-46
The article explores the relationship between sociology and sociology of education in the United Kingdom (UK), with specific reference to the development of a sociology of higher education. Though the article is mainly concerned with the UK, the broader issues raised, about the status and location of the sociology of education in relation to sociology, who defines research excellence and research prestige and who collaborates with whom (and why) in social science research, are much more widely relevant. There are three main themes. The first concerns the recent history of sociology of education in the UK and its current location in education departments in higher education institutions. The second theme examines the factors that may have led to or are symptomatic of sociology of education's separation from sociology itself. The third theme is the prospect for the development of the sociology of higher education and its potential for collaborative activity with sociologists and other social scientists. In conclusion, it is argued that the sociology of higher education is well placed to collaborate with sociology and other social sciences, whether in research or in programmes for new academics and professional doctorates. 相似文献
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Video game learning dynamics: Actionable measures of multidimensional learning trajectories 
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下载免费PDF全文 Debbie Denise Reese Barbara G. Tabachnick Robert E. Kosko 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(1):98-122
Valid, accessible, reusable methods for instructional video game design and embedded assessment can provide actionable information enhancing individual and collective achievement. Cyberlearning through game‐based, metaphor‐enhanced learning objects (CyGaMEs) design and embedded assessment quantify player behavior to study knowledge discovery and application. CyGaMEs is grounded by analogical reasoning theory, cognitive task analysis and knowledge representation. A construct representation argument for validity using evidence‐centered design warrants CyGaMEs, its web‐based learning environment, Selene: A Lunar Construction GaME, its embedded assessment, and a learning dynamics approach to student, measurement and statistical models. Two studies (US volunteers, Study 1: n = 267, mean (M)age = 15; Study 2: n = 90, Mage = 12) cross‐validate learning dynamics (learner progress, rate of progress and changes in that rate) for Selene's multidimensional goals while players learn and apply standard‐based science about fundamental geology and space science concepts. Gameplay data analyzed using regression, calculus and hierarchical linear modeling exhibit overall relatively high standardized rates of progress toward each goal statistically higher than zero. For example, adjusting for nesting within individual players, average rate of progress toward the goal of accreting lunar mass is a z‐score of 1.4 (99% confidence interval = 1.40lower, 1.48upper) or 1.4 standard deviations above zero. 相似文献
20.
Xiaoming Zhai Kevin C. Haudek Lehong Shi Ross H. Nehm Mark Urban-Lurain 《科学教学研究杂志》2020,57(9):1430-1459
This study develops a framework to conceptualize the use and evolution of machine learning (ML) in science assessment. We systematically reviewed 47 studies that applied ML in science assessment and classified them into five categories: (a) constructed response, (b) essay, (c) simulation, (d) educational game, and (e) inter-discipline. We compared the ML-based and conventional science assessments and extracted 12 critical characteristics to map three variables in a three-dimensional framework: construct, functionality, and automaticity. The 12 characteristics used to construct a profile for ML-based science assessments for each article were further analyzed by a two-step cluster analysis. The clusters identified for each variable were summarized into four levels to illustrate the evolution of each. We further conducted cluster analysis to identify four classes of assessment across the three variables. Based on the analysis, we conclude that ML has transformed—but not yet redefined—conventional science assessment practice in terms of fundamental purpose, the nature of the science assessment, and the relevant assessment challenges. Along with the three-dimensional framework, we propose five anticipated trends for incorporating ML in science assessment practice for future studies: addressing developmental cognition, changing the process of educational decision making, personalized science learning, borrowing 'good' to advance 'good', and integrating knowledge from other disciplines into science assessment. 相似文献