Integrating Rigor and Relevance in Public Administration Scholarship: The Contribution of Narrative Inquiry

A traditional view of scholarly quality defines rigor as the application of method and assumes an implicit connection with relevance. But as an applied field, public administration requires explicit attention to both rigor and relevance. Interpretive scholars' notions of rigor demand an explicit inclusion of relevance as an integral aspect of quality. As one form of interpretive research, narrative inquiry illuminates how this can be done. Appreciating this contribution requires a deeper knowledge of the logic of narrative inquiry, an acknowledgement of the diversity of narrative approaches, and attention to the implications for judging its quality. We use our story about community-based leadership research to develop and illustrate this argument.     

The Role of Social Support in Students’ Perceived Abilities and Attitudes Toward Math and Science

Social cognitive models examining academic and career outcomes emphasize constructs such as attitude, interest, and self-efficacy as key factors affecting students’ pursuit of STEM (science, technology, engineering and math) courses and careers. The current research examines another under-researched component of social cognitive models: social support, and the relationship between this component and attitude and self-efficacy in math and science. A large cross-sectional design was used gathering data from 1,552 participants in four adolescent school settings from 5th grade to early college (41 % female, 80 % white). Students completed measures of perceived social support from parents, teachers and friends as well as their perceived ability and attitudes toward math and science. Fifth grade and college students reported higher levels of support from teachers and friends when compared to students at other grade levels. In addition, students who perceived greater social support for math and science from parents, teachers, and friends reported better attitudes and had higher perceptions of their abilities in math and science. Lastly, structural equation modeling revealed that social support had both a direct effect on math and science perceived abilities and an indirect effect mediated through math and science attitudes. Findings suggest that students who perceive greater social support for math and science from parents, teachers, and friends have more positive attitudes toward math and science and a higher sense of their own competence in these subjects.     

Reviews and resources

Throes. Conceived and performed by Doorika. The Vineyard Theater, New York City, October 14, 1994.

Visiting Hours. An installation by Bob Flanagan in collaboration with Sherrie Rose. The New Museum of Contemporary Art, New York City, September 23‐December 31, 1994.

‘Aberrant Motion1–4.’ Videos by Cathy Sisler. Available through Groupe Intervention Video, Montreal, Quebec, H2T 1S6. Phone (514) 271–5506; Fax (514) 271–6980.

Converging Realities: Feminism in Australian Theatre by Peta Tait. Currency Press, Sydney, in conjunction with Artmoves, Melbourne, Australia, 1994. Released in the United States by Cambridge University Press, 1994.     

知识产权案件专业技术问题解决路径探讨——以“三人技术组、五人合议庭”审判模式为例

在当前的司法实践中,技术类知识产权案件逐渐成为影响知识产权审判整体效率和质量的最大障碍.本文在介绍各国和我国既往解决知识产权专业技术问题的经验和做法的同时,着重分析了"三人技术组、五人合议庭"的审判模式.这种以"集中技术类案件审判人员资源"为核心的新方式,试图从根本上打破制约技术类案件审判效率和质量的藩篱.     

关于证据真伪审查与伪证追究的调研报告

民事诉讼中伪证行为对诉讼秩序、对方当事人诉讼权利、法院权威等均造成实际的损害。由于各种原因,此类行为难以得到有效的处置。为此,本文在调查分析其行为表现、特征、产生原因与实际危害的基础上,对伪证的预防、审查认定、责任追究等相关制度设计及操作进行了调研。     

以案说法 加强反腐倡廉教育

根据乌鲁木齐市行政学院的教学安排,2010年10月21日下午,第十一期公务员任职培训班学员到位于东戈壁农场的自治区第四监狱警示教育基地开展警示教育活动。