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This article introduces a test for literary text comprehension in university students of English as a second language. Poetry is especially suited for our purpose since it frequently shows features that offer challenges to comprehension in a limited space. An example is Shakespeare's Sonnet 43, on which our test is based: it is suited for assessing not only if a text has been understood but also the ability of respondents to reflect on their own comprehension skills. We show that the test's psychometric properties are satisfactory, and we demonstrate its validity by analysing relevant external indicators. Thus, we can show a direct link between general reading experience and text comprehension as tested: the more students read, the better do they perform. The collaboration of literary studies with psychometrics moreover allows for a statistically valid identification of specific challenges to comprehension and thus advance our knowledge of what readers find difficult. This will be of interest not only in a hermeneutic and linguistic perspective but also with a view to addressing those difficulties in an educational context. For example, asking someone whether they have understood an utterance (in this case: a line of poetry) does not elicit reliable answers. Being able to say how one has established the meaning of a line seems to be a more reliable indicator of actually having understood it. [ABSTRACT FROM AUTHOR]

This article discusses the issue of conceptual asymmetry and associated analytical challenges, with the concept of educational poverty serving as an empirical example. The notion of educational poverty has been introduced by Allmendinger to describe, analogously to material poverty, a severe shortage or complete lack of educational qualifications. Poverty may be considered to be the opposite of wealth, but absence of poverty is not so obviously the same thing as wealth – in fact, it almost certainly is not. Neither is absence of wealth the same thing as poverty. However, both poverty and wealth are measured using the same raw measure, monetary resources in the case of material poverty or wealth and educational certificates in the case of educational poverty or wealth. This asymmetry and related issues lead to interesting conceptual and methodological challenges in analysing factors contributing to the twin outcomes of educational poverty and wealth, as well as the absence of each. These conceptual or methodological challenges are the focus of this article. Given that both poverty and wealth are experienced by only a minority of individuals, the article also addresses the question of whether explaining relatively rare events requires a different approach than explaining more commonly occurring events or outcomes. The analysis of asymmetry requires the use of a method which is able to distinguish between the presence of an outcome and its absence. This capability is one of the features of Qualitative Comparative Analysis, making it an eminently suitable method for this issue. The empirical example draws on the German National Educational Panel Study. The analyses focus on the four outcomes of educational poverty and its absence and educational wealth and its absence, demonstrating that different pathways are associated with each. [ABSTRACT FROM AUTHOR]

We discuss a recent development in the set theoretic analysis of data sets characterized by limited diversity. Ragin, in developing his Qualitative Comparative Analysis (QCA), developed a standard analysis that produces parsimonious, intermediate, and complex Boolean solutions of truth tables. Schneider and Wagemann argue this standard analysis procedure is problematic and develop an enhanced standard analysis (ESA). We show, by developing Schneider and Wagemann’s discussion of Stokke’s work on fisheries conservation and by discussing a second illustrative truth table, that ESA has problematic features. We consider how scholars might proceed in the face of these problems, considering the relations between limited diversity and the different methods of reducing truth tables instantiated in Ragin’s QCA and Baumgartner’s Coincidence Analysis. [ABSTRACT FROM AUTHOR]

Both Rational Action Theory (RAT) and Bourdieu’s habitus theory are employed to explain educational decision-making. RAT assumes that decision-making involves cost-benefit analysis, while habitus theory sees educational pathways as shaped by dispositions reflecting familial class of origin. These theories are often seen as conflicting, but we argue that they can fruitfully be used together.Proponents of these theories often employ different methods. RAT advocates usually employ survey data, while those favouring habitus theory often use case studies. If cost-benefit reasoning does partly explain educational decision-making, then we should expect to find evidence of it at the micro-level. Drawing on interviews conducted in Germany and England, we show that young people do indeed talk about their educational choices in ways which fit RAT accounts. Their class-based habitus often, however, provides upper and lower boundaries for their aspirations, thus conditioning the nature of the cost-benefit analysis entering into decision-making. [ABSTRACT FROM AUTHOR]