Digitizing Peircean semiotics to analyze students’ peer-review comments: classroom use of an application in open-source R

ABSTRACT

Statistical software applications are increasingly used to measure student engagement in the classroom. However, more work remains to be done to clarify how meaning is created and measured in classroom settings. With the growing use of technology in the classroom, students’ peer review has become a standard practice to improve students’ writing skills. This article examines the use of an open-source R software application based on Peirce’s sign theory to analyze students’ peer-review comments. Peer review is the assessment of student or professional work by others. The importance of open-source R as a platform lies in the fact that users can extend its code without having to ask permission. The results suggest a new approach, based on computational and social semiotics, to the assessment of students’ peer-review comments in higher education.     

Human rights education in US social work: Is the mandate reaching the field?

Abstract

Social work education in the United States takes place not only in classrooms but also in the many workplaces where students complete their mandatory internships. This practicum, known as “field education,” is social work’s “signature pedagogy.” Although efforts have been made to integrate human rights education (HRE) into US social work education and the Council on Social Work Education now mandates a human rights competency, little research has examined how and whether the HRE mandate is implemented in field education. This article examines the impact of HRE on social work field education by focusing on one state—Florida. For this study, we surveyed 158 Florida field educators about their human rights knowledge and practices and conducted telephone interviews with the staff members who coordinate student internships at six social work schools. The data paint a complex picture. Although strides to foster students’ ability to apply human rights understanding in field education have been made, sustained institutional support for integrating HRE in field is needed at the university and associational level. True integration of HRE into field education will only be achieved when all educators receive the support they need to become educated on social work as a human rights practice.     

Examining the Use of Informal Networks by NGOs in Azerbaijan and Georgia

Abstract

The aim of this article is to investigate whether and to what extent changes in the structural preconditions for volunteering have had an effect on the relative importance of ‘classic predictors’ of volunteering within two areas: (1) socio-economic and status variables that function as resources for civic engagement and (2) value orientations that guide volunteering. Arguably, upward changes in the level of human capital, such as education, or changes in values that put more emphasis on, for example, social responsibility, could be expected to lead to an increase in the relative importance of these variables because the groups who possess such resources or express such attitudes would be more likely to enter into the volunteer labour force. If this is the case, then we would expect to see increasing differences in the likelihood of volunteering between high- and low-status groups. On the other hand, it could be argued that it is the distribution and diffusion of such resources and values that matter. If, for instance, education has become more widespread and covers larger proportions of the population, it is also possible that the relative importance of education has diminished. In this case, we would see a mainstreaming effect on volunteering because this activity becomes more normal, independent of class and status. Finally, it is also possible that volunteering is relatively resistant to wider structural changes in society or at least experience a time lag in the effect of such changes. Based on an empirical analysis of Danish survey data from 1990 to 2008, we argue that the idea of a mainstreaming effect should be taken seriously.     

Critical Pedagogy in the Neoliberal University: Reflections on the 2015 York University Strike through a Marcusean Lens

Abstract

In this article, we see the month-long graduate student and contract faculty strike at York University (Toronto, 2015) through a lens informed by Herbert Marcuse’s thought. In the context of widespread student protests across North America against neoliberal austerity, we draw on our picket line experiences to argue that Marcuse’s work provides insights into how students and faculty can engage in critical praxis within the neoliberal university. We argue that CUPE 3903, the union of TAs and contract faculty at York, is a kind of counter-institution that Marcuse argued was necessary for liberation. Marcuse strategically urged students to take advantage of gaps or cracks in a disintegrating system. Our analysis revolves around the complex experience of the graduate student picket lines – a “gap” – as a site of rupture for the liberation of aesthetic experience, “organized spontaneity,” open, democratic organization, as well as conflict.     

Semiotising the student perception of learning outcomes in British higher education

This article presents a semiotic analysis of the student perception of learning outcomes in British higher education. It centres on three annotated images in Frank Furedi’s article “The Unhappiness Principles”, published in Times Higher Education in 2012. Drawing upon Peircean semiosis and iconicity, it provides a rhetoric-infused interpretation of the word–image complementarity exhibited in student participants’ written commentaries on the three images. This leads to a dialectical view of formative and summative assessment, in which process and product create each other through the same continuum of learning and teaching. In highlighting intellectualism as central to the ethnography of university life, this article argues that learner autonomy and the potential for transformation is deemed essential to the student experience in higher education.     

Identifying neighborhood thresholds: An empirical exploration

Abstract

In this article, we investigate the threshold‐like effects of four aspects of neighborhood environment: poverty rate, adult nonemployment rate, female headship rate for families with children, and secondary school dropout rate. We used a sample consisting of virtually all census tracts from U.S. metropolitan areas. The relationship between the value of numerous neighborhood indicators in 1980 and subsequent changes in each of the four dimensions of neighborhood quality of family life from 1980 to 1990 was evaluated statistically using a regression model with a spline specification to test for nonlinear, threshold‐like processes.

Stressing the exploratory nature of the study, we find evidence of threshold‐like effects in an endodynamic relationship (poverty rate and subsequent changes in that rate), and in exodynamic relationships (occupational status and rental rates and subsequent changes in several neighborhood quality indicators). Implications for research and a spatially targeted neighborhood reinvestment policy are derived from the analysis.     

Learning By Doing: The Long-Term Impact of Experiential Learning Programs on Student Success

Abstract

As the advisers for the Model United Nations and Judicial Internship programs at our university, we have witnessed first-hand the benefits of simulations and experiential learning. Specifically, students are able to apply knowledge from other classes to real-world situations, all while honing their writing skills and communication skills, as well as their ability to analyze and synthesize information—skills that are critical to success in a wide variety of careers. This practical experience also gives students confidence as they prepare for and make decisions about their future career paths. While we have anecdotal evidence suggesting that these programs contribute to student success, we use survey data from former students to assess formally the longer-term impact of participating in these programs. We find that experiential learning programs contribute to student success by improving time to graduation and increasing the likelihood of attending graduate school or law school and/or finding employment after graduation. In addition, the students’ own assessments indicate that these programs instill numerous practical skills and provide insights that help prepare students for success in their future careers.     

Beyond the One-Dimensional University: A Marcusean Critique of Outcomes Assessment

Abstract

In August 2013, US president Barack Obama announced a plan to link federal financial aid to college performance. This plan, it is argued, will allow students, parents, and federal lenders to avoid paying tuition for an ultimately meaningless credential. It identifies relevant educational outcomes as rates of graduation, the earnings of graduates, and the attainment of advanced degrees after graduation. The president’s plan is part of a much larger trend toward “accountability” and “transparency” in education, an important feature of which is the proliferation of the language and programs related to assessment of student learning outcomes. In this essay, I show that outcomes assessment is a form of “one-dimensional thought” as this concept is developed in One-Dimensional Man and that it suffers from the defects identified by Marcuse there. Outcomes assessment, therefore, codifies ways of thinking about education that undermine its role in the development of liberated forms of consciousness and emancipatory praxis.     

The Statecraft Effect: Assessment,Attitudes, and Academic Honesty

Abstract

This article uses a multimethod research design to compare Statecraft to non-Statecraft assignments and courses along three dimensions: student engagement, political attitudes, and academic honesty. The results indicate that Statecraft increased student engagement and academic honesty. In terms of political attitudes, students generally remained on the left side of the political spectrum, but shifted toward the right and became more hawkish by the end of a semester. Changes in attitude are more strongly associated not with playing Statecraft, but taking a political science class by the coauthor, or some other external variable. Statecraft, however, did reduce support for pacifism.     

Teaching Judicial Politics Through a Supreme Court Simulation

Abstract

This article describes various iterations of a Supreme Court simulation that we developed for undergraduate political science classes. We address when simulations should be used to introduce a topic to students, and when simulations should be used to develop students’ understanding of a topic after introducing it. In the simulations, we played the role of attorneys delivering oral arguments before the Supreme Court, while students played the role of Supreme Court justices. Students questioned attorneys, deliberated in groups, voted on the merits of the case, and explained their decisions. We varied when the simulation was conducted, with one class doing the simulation before a lesson on judicial decision making and two classes doing the simulation following a lesson on judicial decision making. We evaluate the simulation by using results from student questionnaires that assessed the students' interest in judicial politics, their knowledge of the Supreme Court, and their understanding of judicial decision making. We find that the simulation most effectively accomplished the intended learning outcomes when the simulation was conducted after a lesson on decision making in the Supreme Court, rather than before the lesson. In addition, our results demonstrate that the simulation increased students’ interest in the Supreme Court and their desire to learn more about the institution. Our results have implications for political scientists aiming to enhance student learning through simulations.     

The Impact of Political Debate on Government Trust: Reminding the Public What the Federal Government Does

Americans' confidence in government is low by historical standards. We fielded a national telephone survey to examine influences on government confidence and whether public discontent was affected by altering the salience of specific government operations. We used a question order experiment where we alternated between first asking a general question about confidence in government and first asking about confidence in specific government operations. We found that posing the specific policy questions first elevated general confidence more than the reverse. The largest and most noticeable effects were observed for Republicans and those most knowledgeable and attentive to politics. Findings of context effects and the partisan subgroup differences are consistent with existing theories on public opinion change as well as with previous question order experiments. But, evidence that the cognitive elite was especially influenced by question order challenges previous theories that presumed that its sophistication made it immune to influence. We suggest that education and political knowledge expand rather than contract the opportunities for priming.     

Philanthropy and Civil Society: Comparative Perspectives on Private Solutions to Public Problems

Abstract

This article outlines a graduate course about private philanthropy in a public affairs program. Using an experiential learning model called student philanthropy, the course provides students the opportunity to examine philanthropic behavior at a global scale and advances a major debate in the field of philanthropy that compares the merits of giving locally versus giving internationally.     

Demographic dynamism and metropolitan change: Comparing Los Angeles,New York,Chicago, and Washington,DC

Abstract

The fluid dimensions of demographic status—age, career progression over time, geographic redistribution, and growing duration of residence—have not been sufficiently recognized in urban theory and policy. Demographic dynamism deserves special attention because it is through the presumed consequences for people that we judge the desirability of economic, political, and physical changes in a city. To explore the magnitude and significance of these issues, population dynamics and associated poverty and homeownership trends in four major metropolitan regions are compared.

Los Angeles may be changing more rapidly, but its dynamics only accentuate trends under way elsewhere. Rising proportions of the population that are neither in the white “majority” nor black “minority,” the low proportion of longtime residents, and the new challenge of immigration call into question fundamental assumptions about links between people and urban policy. The meaning of both poverty trends and homeownership attainments must be reassessed.     

France's failure under Nazi rule

The ‘campus war’ in Britain over the right of Jewish student societies to organize against the background of the ‘Zionism is racism’ campaign is in itself a violation of educational standards. Dr Lucas argues that legislation to entrench the right of students to self‐government, if the university authorities cannot ensure this themselves, rather than encouragement of a propaganda war, should be the objective of the Jewish community in this matter.     

Crime,New housing,and housing incivilities in a first‐ring suburb: Multilevel relationships across time

Abstract

Concepts deriving from criminology, housing policy, and environmental psychology are integrated to test two ways that housing conditions could relate to crime in a declining first‐ring suburb of Salt Lake City. For existing housing, we use a model to test whether housing incivilities, such as litter and unkempt lawns, are associated with later crime. For new housing, we test whether a new subdivision on a former brownfield creates spillover reductions in nearby crime and incivilities.

Police‐reported crime rates were highest for residences near the brownfield and lowest for those farther away. After the subdivision was constructed, this linear decline disappeared, reflecting less crime adjacent to the new subdivision, but also more crime farther away. A multilevel analysis shows that incivilities, particularly litter and unkempt lawns on the block, predict unexpected increases in crime. Both brownfield redevelopment and reductions in incivilities may be important ways to improve declining suburban areas.     

The impact of no Child Left Behind on student achievement

The No Child Left Behind (NCLB) Act compelled states to design school accountability systems based on annual student assessments. The effect of this federal legislation on the distribution of student achievement is a highly controversial but centrally important question. This study presents evidence on whether NCLB has influenced student achievement based on an analysis of state‐level panel data on student test scores from the National Assessment of Educational Progress (NAEP). The impact of NCLB is identified using a comparative interrupted time series analysis that relies on comparisons of the test‐score changes across states that already had school accountability policies in place prior to NCLB and those that did not. Our results indicate that NCLB generated statistically significant increases in the average math performance of fourth graders (effect size 5 0.23 by 2007) as well as improvements at the lower and top percentiles. There is also evidence of improvements in eighth‐grade math achievement, particularly among traditionally low‐achieving groups and at the lower percentiles. However, we find no evidence that NCLB increased fourth‐grade reading achievement. © 2011 by the Association for Public Policy Analysis and Management.     

‘Telling our Way of Life': Modes of Mediating Social Life in German and Polish Primary-School Textbooks

The events of 1989-1991 in Central and Eastern Europe brought political and economic changes to the post-Communist societies, which required them to redraw the social and psychological maps of their countries and carried with them the promise of partaking in the 'Western way of life'. The introduction of liberalised ideologies, both at the official level and in most of the freed media, also had to be translated into the countries' education systems. New textbooks that would accommodate the new social and political realities had to be written. We are interested in this article in whether and how these new realities are reflected in primary-school teaching materials. For this paper, our analysis will focus on data from two current textbooks that are used in German and Polish primary schools, respectively. We shall be focusing particularly upon those units of the book aimed at defining or describing realities. Taking into account both linguistic and visual modes of representation, we are interested in revealing the 'way of life', the lived ideologies, constructed in these textbooks.     

Pedagogical guidelines for literary antisemitism

Literary antisemitism presents problems for both teachers and students. Censorship is wrong and impractical; ignoring antisemitism in texts might lead to the reinforcement of antisemitic attitudes. Teachers should therefore encourage student engagement with the problem and discuss literary antisemitism openly.     

The Public Purpose of Political Economy

ABSTRACT

For too long the discipline of political science has ceded research on the dynamics of the national political economy to the field of economics. In this article, we explore the cost of this cession in the context of the public purpose. Following John Kenneth Galbraith, we define the public purpose in terms of its independence from the market economy and the planning system. Political scientists, and especially political theorists, are uniquely qualified to theorize power relations relative to a host of challenges that have emerged in today’s rapidly transforming national economies. Galbraith’s critique of mainstream economics, coupled with his understanding of power as an inescapable and perpetual dialectical process, provide guidance for theorizations that should attend to rather than deny the contested domain of the public interest and collective good.     

浅谈大学生思想政治教育中的美学元素

传统的以灌输为主的理性化大学生思想政治教育方法已不能满足教育的需要,久而久之它导致学生的学习兴趣不高,究其原因是我们忽视了那些本身存在于大学生思想政治教育中的美学元素,没有提升这些美学元素,更没有利用好这些美学元素来进行大学生思想政治教育,以致大学生思想政治教育的实效性受到了影响,因此发现并提升大学生思想政治教育中的美学元素至关重要。