Motivated Reasoning,Public Opinion,and Presidential Approval

Political Behavior - Presidential approval is a desirable commodity for US presidents, one that bolsters re-election chances and the prospects of legislative success. An important question, then,...     

Teacher Skill Development: Evidence from Performance Ratings by Principals

We examine the dynamic nature of teacher skill development using panel data on principals’ subjective performance ratings of teachers. Past research on teacher productivity improvement has focused primarily on one important but narrow measure of performance: teachers’ value-added to student achievement on standardized tests. Unlike value-added, subjective performance ratings provide detailed information about specific skill dimensions and are available for teachers in non-tested grades and subjects. Using a within-teacher returns-to-experience framework, we find, on average, large and rapid improvements in teachers’ instructional practices throughout their first 10 years on the job as well as substantial differences in improvement rates across individual teachers. We also document that subjective performance ratings contain important information about teacher effectiveness. In the district we study, principals appear to differentiate teacher performance throughout the full distribution instead of just in the tails. Furthermore, prior performance ratings and gains in these ratings provide additional information about teachers’ ability to improve test scores that is not captured by prior value-added scores. Taken together, our study provides new insights on teacher performance improvement and variation in teacher development across instructional skills and individual teachers.     

School and Family Factors Predicting Adolescent Cognition Regarding Bystander Intervention in Response to Bullying and Victim Retaliation

Journal of Youth and Adolescence - Youth aggression occurs at high rates. Aggressive acts can be curbed through bystander intervention; yet, little is known about school and family factors that...     

‘In the way’: intelligence,Eden, and British foreign policy towards Italy, 1937–38*

In 1937–1938 a divide emerged over Italian appeasement between Prime Minister Neville Chamberlain and his Foreign Minister, Anthony Eden. Chamberlain wanted to appease Mussolini with de jure recognition of his Ethiopian conquest. Eden disagreed and even resigned over the matter. Historians have struggled to define clearly Eden’s resistance. The intelligence archive allows for a reassessment of British policy towards Italy and Eden’s resignation. It shows that secret intelligence was central to Eden’s decisions and demonstrates the importance of intelligence in diplomatic history. It shows that Eden, almost alone, correctly read ambiguous intelligence on Mussolini and recognized him as an enemy of Britain.     

The welfare cost of terrorism

Data from 117 countries over the period 2006 to 2011 are used to estimate a macroeconomic cross-country system of equations that examines the association between terrorism, self-reported life satisfaction, and national income. Results indicate that terrorism is negatively associated with life satisfaction, whereas no such association is found between terrorism and real GDP per worker. Stark contrasts are found, however, between OECD and non-OECD members. In all, our results suggest that the social costs of terrorism are potentially much higher than the economic costs, and measuring only the conventional economic costs of terrorism significantly underestimates the true costs.     

Social Media Social Capital,Offline Social Capital,and Citizenship: Exploring Asymmetrical Social Capital Effects

In pursuit of a healthier and participatory democracy, scholars have long established the positive effects of social capital, values derived from resources embedded in social ties with others which characterize the structure of opportunity and action in communities. Today, social media afford members of digital communities the ability to relate in new ways. In these contexts, the question that arises is whether new forms of social capital associated with the use of social media are a mere extension of traditional social capital or if they are in fact a different construct with a unique and distinct palette of attributes and effects. This study introduces social media social capital as a new conceptual and empirical construct to complement face-to-face social capital. Based on a two-wave panel data set collected in the United States, this study tests whether social capital in social media and offline settings are indeed two distinct empirical constructs. Then, the article examines how these two modes of social capital may relate to different types of citizenship online and offline. Results show that social media social capital is empirically distinct from face-to-face social capital. In addition, the two constructs exhibit different patterns of effects over online and offline political participatory behaviors. Results are discussed in light of theoretical developments in the area of social capital and pro-democratic political engagement.     

Strategic bureaucracies: transnational funding and mundane practices of Ghanaian local governments

The influence wielded by international development actors in Global South bureaucracies remains enormous. These actors actively shape the policy-making practices and funding of local state bureaucracies. Nevertheless, local bureaucracies have become adept at strategically appropriating that influence to their own benefit and to appear legitimate in order to exact development funds for their everyday tasks. Empirical data from two local self-governing areas in Ghana show that attempts towards gaining legitimacy are not only influenced by self-interest but also by external development funds seeking to promote the performance of the local state. Despite numerous institutional changes to enhance participation, the daily tasks of the local political structures tend rather to focus on assessments and qualification for development funds. Although these funds add to the local resource pool, at the same time they inhibit the realisation of the local state’s grandiose promise of reforms promoting participatory development.     

The metagovernance of English devolution

Metagovernance refers to a theory of how governments steer decentralised networks by indirectly shaping the rules and norms of those networks. This article develops metagovernance conceptually and empirically by looking at the use of ‘hands-off’ metagovernance tools in the case of English devolution, which encompass the ‘designing’ and ‘framing’ of local governance networks in the process of their reconfiguration. These concepts provide insights into how a Conservative-led Coalition Government subtly centralised power in the process of devolution to city-regions. Our analysis shows how discursive framing, fiscal conditioning and the recomposition of local governance networks produced a reworking of centre-local and intra-local power relations in a way which allowed the Treasury to shape the priorities of a set of ‘devolution deals’ with regional authorities, emphasising boosting economic growth and improving public services.     

Undergraduate Research at Two-Year Community Colleges

There is a growing movement in academia that focuses on increased efforts at undergraduate research. Historically, this movement has been driven by faculty in the science, technology, engineering, and mathematics (STEM) fields and has only recently become a focus for social sciences in general and political science in particular. For students to be successful at conducting undergraduate research, they should be exposed to it as soon as they are ready. This requires exposing students to undergraduate research in the freshmen and sophomore years. There is no reason this exposure should be limited to four-year institutions. To that end, a new journal has been created for students in political science and other social science courses at two-year colleges so they can be recognized for their undergraduate research. The Social Science Text and Academic Research (STAR) Journal is a peer/faculty-reviewed journal limited to students at two-year colleges.