Search

This document contains six papers from a symposium on counseling process research which offer the application of multiple research perspectives and analysis of a common data set. Analyses of two interviews from a single counseling case include lag analysis of relational control, the investigation of topic control, discourse analysis of the interaction, information theory analysis of the structure of the interaction, and analysis of the attributional changes and interpersonal strategies occurring during the sessions. "A Structural Analysis of Counseling Interaction" by James W. Lichtenberg analyzes two sessions' talk with a coding scheme that orients the coder to locate evidence of relational control in the counselor and client utterances. "Interactive Counseling Discourse as Social Control: Stochastic Analysis and Microanalysis" by Myrna L. Friedlander and Susan D. Phillips analyzes the sessions' talk by administering some of the categories of the Discourse Activity Analysis System and the stochastic tests of stability and predictability of talk sequences. "An Examination of Topic Control in Counseling" by Terence J. Tracey analyzes the sessions by administering a coding scheme consisting of topic initiation and topic following. "A Descriptive and Lag Analysis of Relational Control in Counseling" by Laurie Heatherington analyzes the talk by using the coding scheme provided by the Relational Communication Control Coding System categories and the procedures of a lag sequential analysis. "Influence in Counseling: Content and Relationship" by Charles D. Claiborn analyzes the sessions by administering a modification of the Interpersonal Communication Rating Scale categories. The final paper "On Getting Closer to a Description of the Actual Events in Counseling: Discussant Remarks" by Michael J. Patton, provides a summary of the papers presented and poses some relevant questions for further consideration. (NRB)

Methodology related to Lawrence Kohlberg's theory of moral development has been continuously refined by creation and evaluation of additional research instruments. Instruments have been tested at summer scoring workshops presented by Kohlberg and his staff at the Center for Moral Education, Harvard University, in 1972, 1973, and 1976. Instruments include: (1) a standard-form scoring system to redefine the stages of moral development at a structural level and distinguish more clearly between issues and concerns; (2) a structural interviewing system which penetrates beyond a subject's opinions, attitudes, and beliefs to basic reasoning or justification patterns; and (3) a standard moral-interview format, which directs the subject to make the choice at the beginning of each dilemma. Many problems related to interviewer misperception of values placed by the subject on a particular issue have been alleviated by asking the subject to weight the values. Other problems encountered by participants at scoring workshops relate to dominant-issue scoring. Participants should have fewer problems with scoring if they refer to Kohlberg's 1977 manual, average across elements within the governing norm, and consider unsolicited reasoning responses by the subject during the interview. The conclusion is that Kohlberg's moral development theory is constantly being improved as Kohlberg and other scholars work to make it more relevant to moral dilemmas. (Author/DB)

The paper examines crime from a spatial perspective and provides an introduction to social ecology theory. The document is part of 8 series of resource papers intended to supplement college level geography textbooks. The geography of crime is defined as the spatial manifestation of criminal acts. The social ecological approach interprets crime as a function of the social change that accompanies environmental change. The document is presented in six chapters. Chapters I and II introduce the crime problem and compare geographic and social ecological approaches to crime and violence. Chapter III applies ecological principles to spatial analysis of crime. Topics include human ecology, symbiosis, community and society, delinquency rates, ghettos, and statistical analysis. Chapter IV identifies crime data sources and outlines a format for geographic analysis of crime. Chapter V explains that the major objective of the geography of crime is to relate the spatial pattern of crime to social, environmental, historical, economic, and psychological variables. The final chapter provides an exercise in applying statistical methods to crime. An appendix and a bibliography conclude the document. (Author/DB)

The monograph examines objectives and preparation of environmental impact statements (EISs) and assesses the degree to which these documents are successful in monitoring the environmental impact of development in the United States. The document is part of a series of resource papers developed to supplement college-level geography textbooks. The document is presented in eight chapters. Chapter I defines an EIS as a mechanism to ensure that the implications of projects are carefully considered before the projects are undertaken. Chapters II and III address preparation and review of an EIS at the federal level. Chapter IV explains how EIS requirements interact with other laws and regulations. Chapter V presents basic topics to be included in any EIS. Chapter VI identifies problems related to the EIS process. Chapter VII suggests resources for additional information, and the final chapter discusses the geographer's role in the EIS process. The document concludes with a bibliography and a listing of EIS-related legal cases. (DB)

This resource paper on thematic cartography is part of a series designed to supplement undergraduate geography courses. It reviews recent developments in the field and identifies problem areas which warrant future attention. Cartography is defined as both the conceptual, problem-oriented research and the technical processes of map making. It explicitly introduces the graphic model nature of maps and the resulting implications for map-making methodology. The cartographic process is viewed as a source of transformations involving the selection of data from the real world, the transformation of these data into a graphic map, and the retrieval of information through an interpretive map reading. Chapter 2 reviews recent trends and developments in data collection. Chapter 3 examines recent trends in map production efficiency and effectiveness. Chapter 4 analyzes the visual, quantitative, optical, and tactual procedures for reading today's highly sophisticated maps. Chapter 5 describes the future direction of cartography as a scientific discipline. Also included is a list of selected readings. (Author/DE)

This guide for researchers introduces important research methodologies and data collecting techniques, provides a framework for the critical assessment of existing research, and encourages involvement of academics and practitioners in research. Chapter 1, on planning a research project, discusses scheduling, time management, and planning the specific project. Chapter 2 focuses on obtaining funds and access issues, and chapter 3 deals with methodology, including surveys, ethnographic methods, case studies, action research, life history methods, historical research, etc. The development of various data collecting devices and techniques is covered in chapter 4, and the analysis of both qualitative and quantitative data is discussed in chapter 5. Chapter 6 deals with the research and subject literature, including strategies for managing literature searches and evaluating findings. Chapter 7 considers special issues when a particular organization is the subject of the research, such as cultural and political approaches. The links between quality improvements, monitoring, evaluation, and action research are addressed in chapter 8, while the importance of reflecting upon one's research is stressed in chapter 9. The role of the computer in both quantitative and qualitative research is discussed in chapter 10. The final chapter considers concerns in writing the final report and getting the work published. (Contains approximately 200 references.) (DB)

For this 15th iteration of the International Conference on Educational Data Mining (EDM 2022), the conference was held in Durham, England, with an online hybrid format for virtual participation as well. EDM is organized under the auspices of the International Educational Data Mining Society. The theme of this year's conference is Inclusion, Diversity, Equity, and Accessibility (IDEA) in EDM Research and Practice. This theme emphasizes the importance of considering and broadening who is included--or not included--in EDM, and why. the theme speaks to the importance of IDEA considerations in all stages of the research process, from participant recruitment and selection, data collection, methods, analysis, results, to the application of research results in the future. The conference features three invited talks: Jennifer Hill, Professor of Applied Statistics at New York University; René Kizilcec, Assistant Professor of Information Science at Cornell University; and Judy Robertson, Professor of Digital Learning at the University of Edinburgh. This year's conference also includes an invited keynote talk by the 2021 winner of the EDM Test of Time Award. The talk is delivered by Tiffany Barnes, Distinguished Professor of Computer Science at North Carolina State University. [Individual papers are indexed in ERIC.]

In this symposium, the participants discuss some preliminary data collected from their problem solving project which uses a design experiment approach. Their approach to problem solving in the school curriculum is in tandem with what Schoenfeld (2007) claimed: "Crafting instruction that would make a wide range of problem-solving strategies accessible to students would be a very valuable contribution. This is an engineering task rather than a conceptual one" (p. 541). In the first paper, the participants look at how two teachers on this project taught problem solving. As good problems are key to the successful implementation of their project, in the second paper, they focus on some of the problems that were used in the project and discuss the views of the participating students on these problems. The third paper shows how an initially selected problem led to a substitute problem to meet their design criteria. The papers included in this symposium are: (1) Enacting a Problem Solving Curriculum (Leong Yew Hoong, Toh Tin Lam, Quek Khiok Seng, Jaguthsing Dindyal, Tay Eng Guan and Lou Sieu Tee); (2) Problems for a Problem Solving Curriculum (Jaguthsing Dindyal, Quek Khiok Seng, Leong Yew Hoong, Toh Tin Lam, Tay Eng Guan and Lou Sieu Tee); and (3) Resources for Teaching Problem Solving: A Problem to Discuss (Quek Khiok Seng, Toh Tin Lam, Jaguthsing Dindyal, Leong Yew Hoong, Tay Eng Guan and Lou Sieu Tee). Individual papers contain tables, figures and references. [For the complete proceedings, "Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010)," see ED520764.]

This paper examines the evolution of computer software programs designed to support the qualitative research process; the differences between existing qualitative software and Metamorph(TM); and the use of Metamorph(TM) for qualitative research. The paper begins by presenting an overview of computer use in qualitative research, which includes a list of major analysis tasks employed by qualitative researchers and information on artificial intelligence and hypertext programs; issues of concern to qualitative researchers; the impact of microcomputers on social science research; and the adaptation and design of qualitative research tools. The section on Metamorph(TM) describes the program; its utilization in the research process; and studies using the program, including the Cooperative Alliance for Gifted Education (CAGE), a partnership grant currently in progress at Kent State University (Ohio). The names and addresses of four computer discussion groups are included. (Contains 14 references.) (ALF)

Six papers discuss the Louisiana School Effectiveness and Assistance Pilot (SEAP) program, an ongoing 3-year research project associated with a legislatively mandated school and district accountability program. In three phases, the project joins school indicators, school effectiveness, and school improvement initiatives. The following papers are included: (1) "Joining School Indicator, School Effectiveness, and School Improvement Research: The International Perspective" (David Reynolds and Charles Teddlie); (2) "Dueling Agendas: Louisiana's Prescription for Balancing the Often Competing Demands of Education Improvement and Accountability" (Marlyn Langley and Bobby Franklin); (3) "Analyzing Statewide School Effectiveness Datasets Accurately and Fairly: A Review of SEAP-I" (Eugene Kennedy and Linda Crone); (4) "Gathering and Analyzing Intensive School-level Process Data: A Review of SEAP-II" (Lysah Kemper, Susan Kochan, Robin Jarvis, Maryann Durland, and Jane Johnson); (5) "The SEAP Process: Illustrative Case Studies from SEAP-II" (Debbie Heroman, Sharon Pol, Bobby Franklin); and (6) "Tying School Improvement to School Accountability: A Review of SEAP-III" (James Meza, Charles Teddlie, and Sam Stringfield. Each paper contains references. (Contains 38 tables.) (SLD)

This publication contains workshop papers which discuss the link between the labor market and vocational training. Part I provides an overview of the workshop--its objectives, issues, and conclusions. Part II consists of seven country papers. "Labour Market Information (LMI) and Vocational Training Decision-Making in Hungary" (Lazar) outlines types of LMI to help vocational education and training (VET) planning and problems concerning LMI and its use for VET decision-making. "Labour Market Needs in Adult Training Programmes in Hungary" (Fodor) discusses the labor market training system and developing company-specific training programs. "Regional Employment and Training Observatory in France" (Guegnard, Perrier-Cornet) focuses on the observatory in Burgundy, an inter-institutional network. "New Methods for Linking VET with the Labour Market in Poland: The Results of a Pilot Application" (Kabaj) focuses on two methods: monitoring of shortage and surplus occupations and tripartite training agreements. "The Future of Skills and Work: Trends and Forecasts in Germany" (Tessaring) concludes that structural change in industry and society is accompanied by a major increase in the qualification requirements of the workforce. "Challenges of Incorporating Labour Market Requirements in the Vocational Training System: Slovenia" (Kramberger) provides a summary of broader processes that influence reform attempts to improve the VET system. "Linking Labour Market Analysis and Vocational Training in the United Kingdom" (Edgell) covers the sort of analysis undertaken at the national level. Part III has four discussion papers. "The Identification of Relevant LMI for VET" (Meijers) elaborates on the need for LMI in an industrial society and describes a new qualification model. "Labour Market Forecasts on Behalf of the VET System" (de Grip) focuses on the kind of LMI required to improve the transparency of the labor market and reestablish coordination between the labor market and VET system in the former centrally planned economies of Central and Eastern Europe. "Qualitative Information for Curriculum Development" (Dybowski) discusses ways to ensure that curricula remain up-to-date. "Linking Labour Market Analysis to Vocational Training Decision-Making: Dynamics and Mechanisms" (Mozdzenska-Mrozek) presents emerging links between VET and the labor market, institutions collecting and shaping information on the labor market situation in Poland, and VET reform in Poland. Contributor notes are appended. (YLB)

This book prepares and guides individuals who are about to embark (or already have embarked) on a health/medical PhD journey, with a specific focus on Public Health. Based on the author's experience as a recently graduated Doctor of Philosophy (PhD) student, readers benefit from the knowledge imparted and lessons learned, including an analysis of the different aspects of a Public Health doctoral degree, and practical tips and guidance on how to go about this journey from the initial phase of choosing a research niche up until the oral examination (also called defence). All throughout the book, the author shares examples from her own journey to show that in spite of sacrifices and hurdles along the way, hard work, perseverance, and supportive resources can help see you through, eventually, to a hopefully positive outcome at the end. Using an informal style, the author provides a step-wise guide, from chapter to chapter, on the various essential aspects that need to be considered, including: (1) The initial steps towards a PhD; (2) Proposal, permissions and funding; (3) The fieldwork; (4) The art of data analysis; (5) The hurdles along the way -- a personal experience; and (6) What comes after the completion of a PhD? Intended to be a compact go-to guide for students throughout their PhD journey, both from an academic and personal perspective, "To Do or Not to Do a PhD?" engages readers who are about to enroll in or who already have started a PhD, especially in public health, epidemiology, and health/medical fields of study. The brief also would appeal to postgraduate and undergraduate students who are interested in learning about how to write a research proposal, draft a scientific paper for publication in a journal, or prepare a thesis.

This document contains 11 papers on researching service learning through a multidisciplinary lens. The following papers are included: "Introduction" (Shelley H. Billig, Andrew Furco); "Stretching to Meet the Challenge: Improving the Quality of Research to Improve the Quality of Service-Learning" (Janet Eyler); "Establishing Norms for Scientific Inquiry in Service- Learning" (Andrew Furco, Shelley H. Billig); "Probing and Promoting Teachers' Thinking about Service-Learning: Toward a Theory of Teacher Development" (Mary Sue Ammon); "The Sacred and Profane: Theorising Knowledge Reproduction Processes in a Service-Learning Curriculum" (Janice McMillan); "An Interdisciplinary Study of Service-Learning Predictors and Outcomes among College Students" (Pamela Steinke, Peggy Fitch, Chris Johnson, Fredric Waldstein); "Service-Learning and Student Writing: An Investigation of Effects" (Adrian J. Wurr); "Impact of Service-Learning on Occupational Therapy Students' Awareness and Sense of Responsibility Toward Community" (Rhonda Waskiewicz); "Community Agency Perspectives in Higher Education: Service Learning and Volunteerism" (Andrea Vernon, Lenoar Foster); "Motivating Environmentally Responsible Behavior through Service-Learning" (Beth A. Covitt); "Service-Learning and Academic Outcomes in an Undergraduate Child Development Course" (Kari Knutson Miller, Shu-Chen Yen, Nicole Merino); and "Supporting a Strategic Service-Learning Research Plan" (Shelley H. Billig, Andrew Furco). Most papers include substantial bibliographies. (MN)

Examined six published papers using a theory-based evaluation (TBE) approach. Found that authors of the papers did not always make explicit the relation of their data to the theory of the program. Identified some ways in which TBE contributed to the merit of the evaluation. Outlines lessons for the future of TBE. (SLD)

Evaluations that use imperfect information run into both analytical and political problems. Educational accountability systems based on achievement scores are an instance. Such systems frequently turn out to be irrelevant to policy decisions, resisted by educational interest groups that fear unflattering comparisons and the misuse of results, and infeasible. This paper suggests several ways to analyze limited information that both improve the decisionmaking relevance of evaluation and decrease the adverse political consequences. The context for discussing these issues is a case study of an early stage in the design of a State accountability system for public schools. The paper discusses a series of theoretical and practical problems in assessing the effects of school policies with imperfect achievement data and limited controls for nonschool factors that influence scores. Problems of the collection, analysis, and presentation of data are explored in the case study. Hypothetical regression equations and tables of policy-relevant results are provided as illustrations. (Author/WM)

The paper describes social studies skills of students age 9-adult as assessed by the 1971-2 National Assessment of Educational Progress (NAEP) Project. NAEP organized skill exercise items around two subthemes: (1) obtaining information, including raising questions, seeking answers, identifying sources of information, and using standard reference sources and aids in locating information; and (2) interpreting graphs and maps, and using a variety of nontraditional sources of information. The paper contains selected released exercises developed to carry out assessment of the two categories. These skill exercises include multiple-choice tests, short essays, and longer essay-type written oral responses. Exercises are based on questions involving explanation of the human condition, insight into human affairs based on historical, philosophical, or literary information, and factual knowledge of events in American history. Findings indicated that respondents perform better on the items for obtaining information than on items dealing with interpreting information. It is concluded that NAEP results should be utilized as information sources for educators in setting curriculum norms rather than accepted as curriculum norms themselves. The NAEP social studies objectives for 1971-72 are presented in the appendix. (Author/DB) Aspect of National Assessment (NAEP) dealt with in this document: Assessment Instruments (Released Exercises).

Investigating University-School Partnerships: A Volume in Professional Development School Research, the fourth book in the PDS Research Series developed by the same editors, includes a collection of organized papers that represent the best and latest examples of practitioner thinking, research, and program design and evaluation in the field at the national level. A wide variety of authors from the professional community of PDS researchers, practitioners, and other stakeholders engage the reader in research or case studies that foreground real-life, authentic contexts, which, in turn, are designed to generate and fashion more questions and ideas. The volume's contents of 26 chapters is divided into five areas: (1) PDS Evaluation (2) Teacher Research and Inquiry, (3) PDS Stakeholders' Studies, (4) Studies for Thought--Ideas for Development, and (5) Teaching Content Areas in PDSs. As a whole, the volume of papers maintains a consistency within a cohesive undercurrent that illustrates the spirited and visionary purpose of professional development schools to advance educational reform that leads to substantive change. Part I, PDS Evaluation, contains: (1) Assessing University Partnership Impact on School Climate and Culture (Carole G. Basile); (2) "Better Schools--Better Teachers": An Analysis of a Professional Development School's Internship Program Using the National Association of Professional Development School's Nine Essentials (Joan N. Maier and Wren M. Bump); (3) A National Survey of Professional Development Schools (D. John McIntyre and Paula Echeverri Sucerquia); (4) A Programmatic Review of a Professional Development School Relationship: 14 Years Later (Neill Armstrong, Amanda Rudolph, and Ken Austin); (5) Preservice Special Educators: Graduate Census Results Support PDS Preparation (Elisabeth H. Rice, Karen H. Ihrig, Esther S. Merves, and Margaux H. Brown); (6) Preservice Teacher Learning in a Professional Development School: Recognizing and Accepting the Complexity of Urban Teaching (Andrea J. Stairs); and (7) School-University Partnerships: Bridging the Gap in Preservice Teacher Assessment (Lina Leatherwood Owens, Ron Towery, and Dianne Lawler). Part II, Teacher Research and Inquiry, contains: (8) Teacher Research in the PDS: How Do We Define the Quality of This Research? (Nancy Fichtman Dana, Jason Smith, and Diane Yendol-Hoppey); (9) PDS and University Faculty Collaborative Classroom-Based Teacher Research (Ronald S. Beebe and Diane G. Corrigan); (10) Reaping the Benefits: The Positive Effects of a Successful PDS Partnership on Inservice and Preservice Teachers (Amy W. Thornburg and Suzanne Horn); (11) Using Student Assessment Data in a PDS to Inform Classroom Practice and Increase Achievement (Alexandria Lawrence Ross, Cathy Bernard, and Damaris Ramirez-Bello); and (12) Learning for All: Inquiry Into Transfer Theory at a PDS (Lourdes Z. Mitchel, Alisa Hindin, and Lori Moonan). Part III, PDS Stakeholders' Studies, contains: (13) Learning From Public Schools: Recommendations From 10 Years as a University Liaison (Neal Shambaugh); (14) Negotiating Complex Relationships in School-University Partnerships: Befuddled, Bewildered, and Even Bemused (Cheryl A. Franklin Torrez, Jennifer L. Snow, and Susan D. Martin); (15) Searching for a Better Way: A New Professor's Reflections of a First Year in an Established PDS Program (Chris Witchonke); (16) Characterizing the Principal's Role: New Insights and Perspectives in PDS Leadership (Keith Tilford and Diane Yendol-Hoppey); (17) A High School PDS Becomes a Whole School Experience (Missy M. Bennett); (18) Affirmation and Change: Assessing the Impact of the Professional Development School on Mentors' Classroom Practice (Bernard Badiali, James Nolan, Carla Zembal-Saul, and Jacqueline Manno); and (19) From Good to Great--What New Teachers Need: Supportive Mentors and School-Based Teams in PDS (Dorothy Stafford and Ted Price). Part IV, Studies for Thought-Ideas for Development, contains: (20) Helping Preservice Teachers Support the Needs of the Whole Child in a PDS (JoAnne Ferrara and Eileen Santiago); (21) Improved Learning for All Partners: A School/University Partnership for Teacher Preparation, Teacher Development, and Student Achievement, (Christine Sherretz and Diane W. Kyle); (22) Creating a PDS Through Staff Development: A Profitable Way to Begin a Relationship (Suzanne Horn, Amy Wooten Thornburg, Patrice Petroff, Christopher Law, Mark Birkholz, and Paul Bonner); (23) Building Capacity for a Merged General and Special Education Teacher Preparation Program in Professional Development Schools: One Partnership's Journey Toward More Inclusive Practice (Cindy Gutierrez and Donna Sobel); and (24) Changing the PDS Routine: A Philosophy Altering Experience (Emily Graves and Matt Seimears). Part V, Teaching in Content Areas in PDSS, contains: (25) Dialogue Journal Writing Between Preservice Teachers and Elementary Students in a PDS (Cecile M. Arquette, Erin Nichols, and Jamie Taylor); and (26) Social Studies Disappearing Act: Can the PDS Model Help Stem the Tide? (Chris Witschonke and Janice L. Nath).

This book has been designed to assist researchers in the social sciences and education fields who are interested in learning how information technologies can help them successfully navigate the research process. Most researchers are familiar with the use of programs like SPSS to analyze data, but many are not aware of other ways information technologies can support the research process. Major topics include: (1) computers and research in education and psychology; (2) locating appropriate literature; (3) on-line sources of information; (4)basic tools and (5) securing your data; (6) analyzing data with spreadsheets; (7) analyzing data with statistical software; (8) qualitative data analysis strategies; (9) software for analyzing qualitative data; (10) writing proposals and papers using advanced word processing features; and (11) creating scholarly multimedia presentations. This book covers all aspects of the research process, covers both qualitative and quantitative research methods, is rich in links and references to additional resources, and is written in an informal, approachable style.

The paper presents a review of literature on warnings of social crises and applies the literature to selected crises predicted in America's future. It is intended for use by futurists and policy makers as they devise ways to help society cope with crises. Warnings are interpreted as combining statement of a problem with proposal of a course of action to combat the problem. Three categories of crises are considered: (1) those having to do with shortages in basic supplies, such as food and fuel; (2) calamities and accidents; and (3) failure of society to provide basic services. The paper is presented in six chapters. Chapter I identifies variables which describe disasters, including frequency of occurrence, speed of onset, duration, and controllability. Chapter II analyzes warnings in response to alcohol and tobacco abuse, air raids, and floods. Also reviewed are instances of warning delay by public officials out of fear of causing a panic. Chapter III suggests strategies for effective warnings, based upon research by psychologist Irving Janis. Chapter IV presents a list of 42 deductions derived from recent warning literature and outlines two disaster scenarios. Chapter V forecasts crises likely to occur in America by the year 2000. The final chapter concludes that society's response to crises will improve significantly if policy makers establish a clear chain of command, agree on coping behavior, employ the media for educational purposes, and utilize forecasting information gathered by futurists. (Author/DB)

Four lengthy papers and an introduction discuss case studies of regional disparities in educational development in Cameroon, Madagascar, Kenya, Tanzania, and Thailand. In considering the specific political and socioeconomic contexts of these countries, the papers focus on methods of both analyzing the causes of disparities and reducing the resultant inequalities. The introduction by the two editors summarizes the papers and the issues involved. Jean-Yves Martin's paper on Cameroon and Philippe Hugon's on Madagascar examine the sociohistorical causes of regional disparities and discuss the proper geographical unit to use in measuring educational disparities. Kamol Sudaprasert, Vichai Tunsiri, and Ta Ngoc Chau address the problem of data analysis in a paper on Thailand's regional disparities in educational access, social characteristics, and socioeconomic development. Finally, David Court and Kabiru Kinyanjui compare Kenyan and Tanzanian efforts to reduce regional disparities: Kenya attempted to expand its educational system while Tanzania tried to redistribute educational opportunities. (Author/RW)

As courts at the local, state, and federal levels take an increasingly large role in formulating educational policy, serious questions arise about the use of social science data in judicial decision-making. The seven papers in this book were first presented at a symposium focusing on an exploration of the manner in which the definitions of educational problems, the form and content of social science data brought to bear on an understanding of these problems, and the resultant policy decisions have been influenced by the new role of the courts. The papers in this collection, by both social scientists and jurists, examine various aspects of the present judicial approach to educational problem-solving and policy-making. (Author/MLF)

The nine articles in this collection were selected because they represent concerns central to computer science, emphasize topics of particular interest to mathematicians, and underscore the wide range of areas deeply and continually affected by computer science. The contents consist of: "Introduction" (S. V. Pollack), "The Development of Computer Science" (S. V. Pollack), "Programming Languages and Systems" (W. E. Ball), "Specifying Formal Languages" (R. V. Book), "Formal Analysis of Computer Programs" (T. W. Pratt), "Computational Complexity" (F. P. Preparata), "Computer Science and Artificial Intelligence" (J. R. Slagle), "The Impact of Computers on Numerical Analysis" (E. R. Buley and R. H. Pennington), "Computer Simulation" (M. Franklin), and "Computational Tools for Statistical Data Analysis" (C. F. Starmer). (MNS)

This paper reviews selected literature about social studies skills and discusses results of a preliminary survey about the status of skills programs in elementary and secondary schools. More than 15 yearbooks and methods texts published in the 1960s and 1970s are described. "Skill Development in Social Studies," published in 1963 by the National Council for the Social Studies, is reported to be useful. Most methods texts have at least one chapter dealing with skill development. Many stress problem solving and analysis of controversial matters. In an effort to identify existing skill development programs, the author surveyed members of the Social Studies Supervisors Association. Analysis of 61 responses is presented. Medium-size school districts seem to be most active in developing skills programs. Data gathering and thinking skills are reported most frequently, and social action skills are reported least frequently. Effective teaching procedures include learning centers, contracts, simulations, and discussion of public and private issues. Ten districts are identified as moving ahead in skill development. The author recommends that schools identify important skills, analyze existing curriculum in terms of those skills, and offer repetitive experiences to reinforce skill development. He also sees a need for a guide to social studies skills which will be useful after students graduate. (AV)

The paper describes a study of the comparative effectiveness of certain courses in achieving specified educational objectives. Social studies, language arts, vocational/technical, math, science, and fine arts courses were compared as to their effectiveness in achieving "social education." By means of a group concensus of elementary and secondary teachers, common objectives of social education were identified, such as "builds character and good citizenship." The objectives were then arranged in an attitude scale on which teachers could register the degree to which they believed any particular course accomplished those objectives. In the study, 115 teachers responded to the scale six times, once each for the six content areas listed above. The results were compared among the six curricular areas to determine a composite teacher perception of which area was most effective in meeting the objectives of social education. Social studies objectives seemed representative of general education objectives. Objectives for individual curriculum areas did not seem to change from elementary to secondary grades. The strongest relationship existed between science and mathematics objectives. Social studies was ranked among the top third of most useful curriculum areas. (Author/AV)

This reports the results of a pilot effort to investigate how social studies teachers attempt to resolve a situation in which values conflict. Ninety-two elementary and secondary teachers randomly selected from participants in two social studies conferences were asked to describe in writing an incident in which they were faced with a dilemma. Tables present story categories assigned by teachers (decision-making justice, dissent, and equality), interpersonal involvement, the perceived antagonist, and solutions to dilemma situations. Implications drawn from the data suggest that this sample of teachers seemed unable to perceive a situation from another's viewpoint and resolved conflict by authority or avoidance. It is observed that values education materials can be of little avail if teachers are unable to perceive or understand the viewpoints and positions of others. (Author/KSM)

This volume contains papers on computing and television as well as on the rapidly growing area of electronic communication among teachers and between teachers and students. Data analysis is now an important strand in school curricula in many nations. Many of the contributors discuss statistics in the schools from various perspectives. University education is not neglected, nor is the issue of training government statistical staff. This proceedings is divided into eight sections according to general topic. The sections are: (1) "Statistical Education at School Level"; (2) Teaching Probability and Statistics at University Level"; (3) "Computers, Video and Other Tools in the Teaching of Probability and Statistics"; (4) "Education Programs and Training in Statistics"; (5) Issues in the Teaching of Probability and Statistics"; (6) "The IASE [International Association for Statistical Education] and Problems of Statistical Education in Developing Countries"; (7) "Updating Teaching Methods in Probability and Statistics"; and (8) abstracts from the poster sessions. Contains a list of participants. (PVD)

The heuristic value of Chilcott's essay lies less in its support for structural functionalism and more in its concern to reexamine theory in the work of earlier educational anthropologists for what earlier theories and practices can add to current research. (SLD)

The book provides practical guidelines for the layman who is interested in researching, writing, and publishing local history. Two standards considered to be essential to the writing of local history are ethics and competence. The three aspects of competence which are discussed focus on researching, writing, and publishing. Chapter I identifies three questions to help the researcher keep the topic narrow, specific, and simple: (1) how does one choose between conflicting statements in different sources? (2) how does one prove that something happened according to the best evidence? and (3) how does an author deal with motivation? A variety of information sources are identified, including libraries, pictures, maps, physical remains, and records of churches, governments, and organizations. Chapter II contains suggestions for the writing of history, including use of quotations, books, periodicals, documentation, footnotes, references, abbreviations, editing, and translations. Draft writing, re-writing, and editing for publication are discussed. Chapter III focuses on private publication possibilities. Topics include design considerations, display types, typeface, paper, illustrations, choosing a printer, refining specifications, composition, proofreading, promoting and marketing the book and pricing. A bibliography is included. (DB)

The paper discusses a study of self-disclosure patterns of 29 college men and 35 college women. The purpose of the study was to determine the extent to which college students confided in their best male friend, best female friend, mother, and father about attitudes and opinions, tastes and interests, work and studies, money, personality, and body. The hypothesis was that the best cross-sex friend would emerge as the primary confidant for both male and female college students. In previous research the best same-sex friend had been found to be the primary confidant. In this study students were directed to respond to a 58-item self-disclosure questionnaire. Responses were analyzed statistically, specifically by analysis of variance and t-tests. Findings indicated that the hypothesis was not supported. Two of the conclusions were that (1) both males and females used their best male and female friend equally as confidants, and (2) males in a committed relationship and single females directed the most self disclosures to their best female friend. Additional research is suggested to delineate the link between love and self disclosure. (DB)

This group of readings describes the university examination system in India, and suggests improvements which can be implemented within the current framework of the system. The papers are grouped into six sections: (1) descriptions of the evolution of the undergraduate examinations in India and their present status; (2) discussions of the confidential operations required to be executed in the examination offices along with spot evaluation and revaluation of answer scripts; (3) descriptions of examination aids like question banks and computers; (4) descriptions of statistical innovations--one that has been tried out by Gauhati University and others which are possible in mass-conducted examinations; (5) discussions of the social and curricular aspects like abolishing pass and fail in university examinations, introduction of the semester system, and malpractices in examinations; and (6) an Indian bibliography of university examinations in the post-independence period. (Author/BW)

The issue addressed by this paper is the lack of empirical research on the class theories of Karl Marx and Ralf Dahrendorf. In order to bridge this gap, data are analyzed on the theoretical and statistical implications of Marx's theory (which focuses on ownership of the means of production) and Dahrendorf's theory (which focuses on authority in the workplace). It is hypothesized that Marx's and Dahrendorf's class models are more relevant to contemporary stratification theory than is generally realized by researchers. A model is constructed based on quantitative notions of stratification by sociologists Peter Blau and Otis Dudley Duncan. The basic Blau-Duncan model measured American occupational structure in terms of education, occupational status, number of siblings, personal income, job satisfaction, union membership, and class identification. For the present study, data were gathered from National Opinion Research Center surveys in the United States and Great Britain from 1973-76. Subjects were asked about Blau-Duncan stratification variables and about broader socio-political attitudes. Responses were compared to Marx's and Dahrendorf's predictions for income inequality, class consciousness, and class conflict, and then were analyzed according to the Blau-Duncan analytical framework. Findings indicated that Marx's and Dahrendorf's models have (1) important independent effects on income of male workers, and (2) substantial effects on class consciousness and conflict. The conclusion is that the theoretical traditions of Marx and Dahrendorf and the empirical research tradition of the Blau-Duncan status stratification model can be combined to increase understanding of stratification and its consequences. (Author/DB)

Thousands of Machine Learning research papers contain experimental comparisons that usually have been conducted with a single focus of interest, often losing detailed results after publication. Yet, when collecting all these past experiments in experiment databases, they can readily be reused for additional and possibly much broader investigation. In this paper, we make use of such a database to answer various interesting research questions about learning algorithms and to verify a number of recent studies. Alongside performing elaborate comparisons of algorithms, we also investigate the effects of algorithm parameters and data properties, and seek deeper insights into the behavior of learning algorithms by studying their learning curves and bias-variance profiles. [ABSTRACT FROM AUTHOR]

This paper concerns itself with the analysis of event data with text mining tools. The methodological approaches to event data analysis are presented, and an analysis is performed using SPAD Software and SAS Text Miner. Finally, some conclusions are drawn concerning the use of text mining tools for event data analysis. [ABSTRACT FROM AUTHOR]

In recent day, segmentation of brain Magnetic resonance Image (MRI) with bias field correction is challenging and unavoidable in high magnetic imaging. The brain MRI is affected by bias field that causes the undesired effect of quantitative image analysis. The removal of bias field distortion is useful in segmenting medical images for proper study of medical images. In this paper, we propose three new Fuzzy c-Means (FCM) algorithms namely Robust Gaussian based Weighted Bias Field FCM [RGBFCM], Spatial constraint Gaussian based bias field FCM [GBFCM_S], Novel Penalized Gaussian based Bias field FCM [NPGBFCM] in order to remove bias field distortion and to obtain well segmentation result. The proposed methods are capable to deal with the intensity in-homogeneities and noisy image effectively. Further, to reduce the number of iterations, the proposed algorithms initialize the centroid using dist-max initialization algorithm before the execution of algorithms iteratively. To show the performance of proposed methods, this paper applies them to segmentation of brain MRIs and compares the results of our proposed methods with other reported methods. The segmentation accuracy of proposed method is validated by using Silhouette method. The experimental results on real T1-T2 weighted and simulated brain MRIs show that our methods are superior in providing better segmentation results than standard fuzzy c-means based algorithms. [ABSTRACT FROM AUTHOR]

The major aim of library marketing system is to help the library and its patrons with providing useful information and various kinds of knowledge, which are extracted from the data that are collected by the library system. In this paper we lay heavy stress on the use of such information and knowledge for assisting decision making of the library and of its patrons. Furthermore our main concern is to investigate how much we can utilize the usage data of materials obtained in the intelligent bookshelves (IBSs), i.e. the bookshelves equipped with RFID antennas and their reader/writer controllers (R/Ws). In this paper we propose some analysis methods of these usage data, alone and combining with other library data, and demonstrate their potential importance for library marketing. [ABSTRACT FROM AUTHOR]

Existing clustering algorithms, such as single-link clustering, k-means, CURE, and CSM are designed to find clusters based on pre-defined parameters specified by users. These algorithms may be unsuccessful if the choice of parameters is inappropriate with respect to the data set being clustered. Most of these algorithms work very well for compact and hyperspherical clusters. In this paper, a new hybrid clustering algorithm called Self-Partition and Self-Merging (SPSM) is proposed. The SPSM algorithm partitions the input data set into several subclusters in the first phase and, then, removes the noisy data in the second phase. In the third phase, the normal subclusters are continuously merged to form the larger clusters based on the inter-cluster distance and intra-cluster distance criteria. From the experimental results, the SPSM algorithm is very efficient to handle the noisy data set, and to cluster the data sets of arbitrary shapes of different density. [ABSTRACT FROM AUTHOR]

In this paper we discuss the continuation-ratio model for ordinal data. This particular type of model is to model the probability of one particular category given the categories proceeding this one. It can be shown that estimation of the continuation-ratio model parameters can be done efficiently by using the techniques in fitting the binary data models. In this way, one does not have to estimate the cut-point parameters as in the cumulative probability models. A Bayesian approach with the use of Gibbs sampler is adopted in this paper. The adaptive rejection sampling method proposed by Gilks and Wild is used. The adaptive rejection sampling (ARS) algorithm is an efficient and direct method to sample from complicated log-concave densities often found in many Gibbs sampling scheme. We applied this model to analyse data obtained from experiments about quality of telephone connection conducted by British Telecom (BT) Laboratory. The final results are satisfactory. [ABSTRACT FROM AUTHOR]

In this paper, we discuss an approach to structural objects based on a generalisation of indiscernibility relation used in rough set theory. The existing results in rough set theory are based on the assumption that objects are perceived by attribute value vectors. We propose the new point of view on rough set theory. We replace information systems with the knowledge representation models that incorporate information relative to the structure of objects. We redefine the indiscernibility relation as a relation on objects characterised by some axioms. Such a definition can be naturally applied for information systems with missing values and multivalued attributes. We extend the approach on structural objects. We introduce the meaning representation language for expressing properties of structural objects and we show how to select relevant formulae from this language for sequential data. [ABSTRACT FROM AUTHOR]

Building a time series forecasting model by independent component analysis mechanism presents in the paper. Different from using the time series directly with the traditional ARIMA forecasting model, the underlying factors extracted from time series is the forecasting base in our model. Within component ambiguity, correlation approximation and mean difference problems, independent component analysis mechanism has intrinsic limitations for time series forecasting. Solutions for those limitations were purposed in this paper. Under the linear time complexity, the component ambiguity and mean-difference problem was solved by our proposed evaluation to improve the forecasting reward. The empirical data show that our model exactly reveals the flexibility and accuracy in time series forecasting domain. [ABSTRACT FROM AUTHOR]

Network forensics involves capturing, recording and analysing network audit trails. A crucial part of network forensics is to gather evidence at the server level, proxy level and from other sources. A web proxy relays URL requests from clients to a server. Analysing web proxy logs can give unobtrusive insights to the browsing behavior of computer users and provide an overview of the Internet usage in an organisation. More importantly, in terms of network forensics, it can aid in detecting anomalous browsing behavior. This paper demonstrates the use of a self-organising map (SOM), a powerful data mining technique, in network forensics. In particular, it focuses on how a SOM can be used to analyse data gathered at the web proxy level. [ABSTRACT FROM AUTHOR]

This volume in the Research in Management series is devoted to the field of leadership--a look at where it has been and where it seems to be going. A "Foreword" (Linda L. Neider, Chester A. Schriesheim) is followed by seven chapters highlighting creative, new looks at leadership and adept analyses of leadership theories that have already made major contributions to the field. "The Leader as Integrator: The Case of Jack Welch at General Electric" (Edwin A. Locke) identifies various mechanisms and processes that leaders can use to make their organizations function as an integrated whole. "Transformational and Charismatic Leadership: A Levels-of-Analysis Review of Theory, Measurement, Data Analysis, and Inferences" (Francis J. Yammarino et al.) presents a review of over 230 publications on transformational and charismatic leadership with an explicit focus on levels-of-analysis issues. "Social Exchanges in the Workplace: A Review of Recent Developments and Future Research Directions in Leader-Member Exchange (LMX) Theory" (Berrin Erdogan, Robert C. Linden) indicates that interest in antecedents and consequences of LMX continues. "Path-Goal Theory of Leadership" (Martin G. Evans) reviews development of this theory, assesses the current state of research, and raises implications for research. "Influence Tactics and Leader Effectiveness" (Gary Yukl, Carolyn Chavez) reviews research in the area of proactive influence techniques, then focuses on three studies using different methodologies to pinpoint influence tactic effectiveness. "Leadership in the Context of Psychological Contract Breach: The Role of Mentoring" (Terri A. Scandura, Ethlyn A. Williams) proposes that supervisory mentoring is important in building intelligent careers. "Contingency Model of Leadership Effectiveness: Challenges and Achievements" (Roya Ayman) presents the validity studies of this model and clarifies the leader match concept. (YLB)

The sensor nodes in wireless sensor network have limited capacities, complete complex tasks through collaboration. In multi-agent system, the agents complete their work through collaboration. Collaboration is one of the key issues in multi-agent system research. Taking into account the similarities between multi-agent systems and wireless sensor networks, it is possible to use agent collaboration in wireless sensor network. In this paper, we use the role-based agent collaboration to help sensor nodes, and construct a Wireless Data Acquisition and Analysis System with role-based agent collaboration. Simulation experiment results show that, when the number of nodes is large, the use of role-based agent collaboration can help it to effectively improve the system load, and reduce channel congestion. However, in the area of role definitions, roles dynamically added and so on, there are great challenges. [ABSTRACT FROM AUTHOR]