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Ratings are present in many areas of assessment including peer review of research proposals and journal articles, teacher observations, university admissions and selection of new hires. One feature present in any rating process with multiple raters is that different raters often assign different scores to the same assessee, with the potential for bias and inconsistencies related to rater or assessee covariates. This paper analyzes disparities in ratings of internal and external applicants to teaching positions using applicant data from Spokane Public Schools. We first test for biases in rating while accounting for measures of teacher applicant qualifications and quality. Then, we develop model-based inter-rater reliability (IRR) estimates that allow us to account for various sources of measurement error, the hierarchical structure of the data, and to test whether covariates, such as applicant status, moderate IRR. We find that applicants external to the district receive lower ratings for job applications compared to internal applicants. This gap in ratings remains significant even after including measures of qualifications and quality such as experience, state licensure scores, or estimated teacher value added. With model-based IRR, we further show that consistency between raters is significantly lower when rating external applicants. We conclude the paper by discussing policy implications and possible applications of our model-based IRR estimate for hiring and selection practices in and out of the teacher labor market. [ABSTRACT FROM AUTHOR]

In this paper, we propose a new approach for learning node embeddings for weighted undirected networks. We perform a random walk on the network to extract the latent structural information and perform node embedding learning under a similarity-based framework. Unlike previous works, we apply a different criterion to capture the proximity information between nodes in a network, and use it for improved modeling of similarities between nodes. We show that the mean commute time (MCT) between two nodes, defined as the average time a random walker takes to reach a target node and return to the source, plays a crucial role in quantifying the actual degree of proximity between two nodes of the network. We then introduce a novel definition of a similarity matrix that is based on the pair-wise mean commute time captured, which enables us to adequately represent the connection of similar nodes. We utilize pseudoinverse of the Laplacian matrix of the graph for calculating such a proximity measure, capturing rich structural information out of the graph for learning more adequate node representations of a network. The results of different experiments on three real-world networks demonstrate that our proposed method outperforms existing related efforts in classification, clustering, visualization as well as link prediction tasks. [ABSTRACT FROM AUTHOR]

The 5Rights Youth Juries are an educational intervention to promote digital literacy by engaging participants (i.e. jurors) in a deliberative discussion around their digital rights. The main objective of these jury-styled focus groups is to encourage children and young people to identify online concerns and solutions with a view to developing recommendations for government policy-makers and industry chiefs. The methodology included a series of dramatized scenarios that encourage jurors to deliberate about their digital rights. This paper compares two formats for these scenarios: live actors and professionally recorded and edited videos of the same actors. Results failed to show any major differences between formats indicating the cost-effectiveness of the video-recorded format and the possibility for others to run the 5Rights Youth Juries with the support of an online open educational resource. [ABSTRACT FROM AUTHOR]

This paper analyses the representations and discourse of 41 trainee teachers on the inclusion of gaming elements in education and their potential contribution to covering social problems in the curriculum, and to education on and for gender equality between men and women. The study follows the principles of mixed methods research, based on the transcription, coding, categorisation, and analysis of data obtained from 34 semi-structured interviews and two focus groups, in addition to their descriptive quantitative analysis. The results showed optimum reception of gamification as a useful formative strategy in the various stages of education and that it can be validly used to include gender as a category of analysis in the teaching of social sciences. [ABSTRACT FROM AUTHOR]

University dropout is a growing problem with considerable academic, social and economic consequences. Conclusions and limitations of previous studies highlight the difficulty of analyzing the phenomenon from a broad perspective and with bigger data sets. This paper proposes a new, machine-learning based method, able to examine the problem using a holistic approach. Advantages of this method include the lack of strong distribution hypothesis, the capacity for handling bigger data sets and the interpretability of the results. Results are consistent with previous research, showing the influence of personal and contextual variables and the importance of academic performance in the first year, but other factors are also highlighted with this model, such as the importance of dedication (part or full time), and the vulnerability of the students with respect to their age. Additionally, a comprehensive graphic output is included to make it easier to interpret the discovered rules. [ABSTRACT FROM AUTHOR]

The use of virtual laboratories is growing as companies and educational institutions try to expand their reach, cut costs, increase student understanding, and provide more accessible hands on training for future scientists. Many new higher education initiatives outsource lab activities so students now perform them online in a virtual environment rather than in a classroom setting, thereby saving time and money while increasing accessibility. In this paper we explored whether the learning and motivational outcomes of interacting with a desktop virtual reality (VR) science lab simulation on the internet at home are equivalent to interacting with the same simulation in class with teacher supervision. A sample of 112 (76 female) university biology students participated in a between-subjects experimental design, in which participants learned at home or in class from the same virtual laboratory simulation on the topic of microbiology. The home and classroom groups did not differ significantly on post-test learning outcome scores, or on self-report measures of intrinsic motivation or self-efficacy. Furthermore, these conclusions remained after accounting for prior knowledge or goal orientation. In conclusion, the results indicate that virtual simulations are learning activities that students can engage in just as effectively outside of the classroom environment. [ABSTRACT FROM AUTHOR]

Given a real-world graph, how can we measure relevance scores for ranking and link prediction? Random walk with restart (RWR) provides an excellent measure for this and has been applied to various applications such as friend recommendation, community detection, anomaly detection, etc. However, RWR suffers from two problems: 1) using the same restart probability for all the nodes limits the expressiveness of random walk, and 2) the restart probability needs to be manually chosen for each application without theoretical justification. We have two main contributions in this paper. First, we propose R W E R (RWER), a random walk based measure which improves the expressiveness of random walks by using a distinct restart probability for each node. The improved expressiveness leads to superior accuracy for ranking and link prediction. Second, we propose SR (pervised start for RWER), an algorithm for learning the restart probabilities of RWER from a given graph. SR eliminates the need to heuristically and manually select the restart parameter for RWER. Extensive experiments show that our proposed method provides the best performance for ranking and link prediction tasks. [ABSTRACT FROM AUTHOR]

Studio is critically important for design education, but few attempts have been made to demonstrate the parallels between studio factors and design performance. This paper adopts a coherent set of analyses to investigate the major studio factors and attempts to quantify the networking interactions among them. First, it describes how architectural studio is usually organised based on some major factors. Next, a theoretical model is established according to the described hypotheses and their mutual interactions. Third, the research method and statistical analysis with structural equation modelling (SEM) are presented. Finally, the results of this empirical examination are presented for discussion and suggestions. Our findings reveal that studio tutorials have no significant effect on undergraduate's design performance. In contrast, students’ subjective intention plays a more important role in shaping their behaviour, indicating the importance of transferring those exterior forces into internal benefits when the studio instructor attempts to optimise the pedagogy. These findings are also inspiring for all creative disciplines. [ABSTRACT FROM AUTHOR]

A recurrent criticism concerning the use of online social media data in political science research is the lack of demographic information about social media users. By employing a face-recognition algorithm to the profile pictures of Facebook users, the paper derives two fundamental demographic characteristics (age and gender) of a sample of Facebook users who interacted with the most relevant British parties in the two weeks before the Brexit referendum of 23 June 2016. The article achieves the goals of (i) testing the precision of the algorithm, (ii) testing its validity, (iii) inferring new evidence on digital mobilisation, and (iv) tracing the path for future developments and application of the algorithm. The findings show that the algorithm is reliable and that it can be fruitfully used in political and social sciences both to confirm the validity of survey data and to obtain information from populations that are generally unavailable within traditional surveys. [ABSTRACT FROM AUTHOR]

Aim: We aimed to identify and evaluate the quality and evidence of the motor learning literature about intervention studies regarding the contextual interference (CI) effect (blocked vs. random practice order) in children with brain lesions and typically developing (TD) children. Method: Eight databases (Cinahl, Cochrane, Embase, PubMed, Pedro, PsycINFO, Scopus and Web of Knowledge) were searched systematically with predefined search terms. Controlled studies examining the CI effect in children (with brain lesions or TD) were included. Evidence level, conduct quality, and risk of bias were evaluated by two authors independently. A best evidence synthesis was performed. Results: Twenty-five papers evaluating TD children were included. One of these studies also assessed children with cerebral palsy. Evidence levels were I, II, or III. Conduct quality was low and the risk of bias high, due to methodological issues in the study designs or poor description thereof. Best evidence synthesis showed mainly no or conflicting evidence. Single tasks showed limited to moderate evidence supporting the CI effect in TD children. Conclusion: There is a severe limitation of good-quality evidence about the CI effect in children who practice different tasks in one session, especially in children with brain lesions. [ABSTRACT FROM AUTHOR]

Our aim was to develop a widely available educational program in which students conducted authentic research that met the expectations of both the scientific and educational communities. This paper describes the development and implementation of a citizen science project based on DNA barcoding of reptile specimens obtained from the Museums Victoria frozen tissue collection. The student program was run by the Gene Technology Access Centre (GTAC) and was delivered as a “one day plus one lesson” format incorporating a one-day wet laboratory workshop followed by a single lesson at school utilising online bioinformatics tools. The project leveraged the complementary resources and expertise of the research and educational partners to generate robust scientific data that could be analysed with confidence, meet the requirements of the Victorian state education curriculum, and provide participating students with an enhanced learning experience. During two 1-week stints in 2013 and 2014, 406 students mentored by 44 postgraduate university students participated in the project. Students worked mainly in pairs to process ~200 tissue samples cut from 53 curated reptile specimens representing 17 species. A total of 27 novel Cytochrome Oxidase subunit 1 (CO1) sequences were ultimately generated for 8 south-east Australian reptile species of the families Scincidae and Agamidae. [ABSTRACT FROM AUTHOR]

In this paper, we describe why and how to build a local community of practice in scientific programming for life scientists who use computers and programming in their research. A community of practice is a small group of scientists who meet regularly to help each other and promote good practices in scientific programming. While most life scientists are well trained in the laboratory to conduct experiments, good practices with (big) data sets and their analysis are often missing. We propose a model on how to build such a community of practice at a local academic institution, present two real-life examples, and introduce challenges and implemented solutions. We believe that the current data deluge that life scientists face can benefit from the implementation of these small communities. Good practices spread among experimental scientists will foster open, transparent, and sound scientific results beneficial to society. [ABSTRACT FROM AUTHOR]

Problem Solving (PS) skills allow students to handle problems within an educational context. PS is a core competence of Computer Science education and affects programming success. In this vein, this paper aims to investigate PS ability performance in primary school pupils of a computer course, implemented according to the Neo-Piagetian theory of cognitive development. The study included 945 Slovenian pupils, ranging from fourth to sixth grade. The effects of gender, age and consecutive years of attending the course were examined on pupils’ PS ability at the pre-operational and concrete operational stages. Pupils completed a survey questionnaire with four types of tasks (a series of statements, if-statements, loops and variables) at both stages. The analysis revealed three findings: the performance of PS ability in all tasks was, at the pre-operational stage, associated positively with performance at the concrete operational stage; there were no gender differences in PS performance at both stages, and both the grade and consecutive year of taking the computer course had an effect on PS ability performance at both stages. Those in the lowest grade and those taking the course for the first year reported lower performances than their older counterparts. These findings may help curriculum designers across the world develop efficient approaches to teaching computer courses. [ABSTRACT FROM AUTHOR]

Workshops are used to explore a specific topic, to transfer knowledge, to solve identified problems, or to create something new. In funded research projects and other research endeavours, workshops are the mechanism used to gather the wider project, community, or interested people together around a particular topic. However, natural questions arise: how do we measure the impact of these workshops? Do we know whether they are meeting the goals and objectives we set for them? What indicators should we use? In response to these questions, this paper will outline rules that will improve the measurement of the impact of workshops. [ABSTRACT FROM AUTHOR]

Active learning is a pedagogical approach that involves students engaging in collaborative learning, which enables them to take more responsibility for their learning and improve their critical thinking skills. While prior research examined student performance at majority universities, this study focuses on specifically Historically Black Colleges and Universities (HBCUs) for the first time. Here we present work that focuses on the impact of active learning interventions at Florida A&M University, where we measured the impact of active learning strategies coupled with a SCALE-UP (Student Centered Active Learning Environment with Upside-down Pedagogies) learning environment on student success in General Biology. In biology sections where active learning techniques were employed, students watched online videos and completed specific activities before class covering information previously presented in a traditional lecture format. In-class activities were then carefully planned to reinforce critical concepts and enhance critical thinking skills through active learning techniques such as the one-minute paper, think-pair-share, and the utilization of clickers. Students in the active learning and control groups covered the same topics, took the same summative examinations and completed identical homework sets. In addition, the same instructor taught all of the sections included in this study. Testing demonstrated that these interventions increased learning gains by as much as 16%, and students reported an increase in their positive perceptions of active learning and biology. Overall, our results suggest that active learning approaches coupled with the SCALE-UP environment may provide an added opportunity for student success when compared with the standard modes of instruction in General Biology. [ABSTRACT FROM AUTHOR]

Education is undergoing profound changes due to permanent technological innovations. This paper reports the results of a pilot study aimed at developing, implementing and evaluating the course, "Applicative Use of Information and Communication Technologies (ICT) in Medicine," upon medical school entry. The Faculty of Medicine, University of Belgrade, introduced a curriculum reform in 2014 that included the implementation of the course, “Applicative Use of ICT in Medicine” for first year medical students. The course was designed using a blended learning format to introduce the concepts of Web-based learning environments. Data regarding student knowledge, use and attitudes towards ICT were prospectively collected for the classes of 2015/16 and 2016/17. The teaching approach was supported by multimedia didactic materials using Moodle LMS. The overall quality of the course was also assessed. The five level Likert scale was used to measure attitudes related to ICT. In total, 1110 students were assessed upon medical school entry. A small number of students (19%) had previous experience with e-learning. Students were largely in agreement that informatics is needed in medical education, and that it is also useful for doctors (4.1±1.0 and 4.1±0.9, respectively). Ability in informatics and use of the Internet in education in the adjusted multivariate regression model were significantly associated with positive student attitudes toward ICT. More than 80% of students stated that they had learned to evaluate medical information and would use the Internet to search medical literature as an additional source for education. The majority of students (77%) agreed that a blended learning approach facilitates access to learning materials and enables time independent learning (72%). Implementing the blended learning course, "Applicative Use of ICT in Medicine," may bridge the gap between medicine and informatics upon medical school entry. Students displayed positive attitudes towards using ICT and gained adequate skills necessary to function effectively in an information-rich environment. [ABSTRACT FROM AUTHOR]

Engaged scholarship, a movement that has been growing steadily since 1995, offers a new way of bridging gaps between the university and civil society. Numerous papers and reports have been published since Boyer’s foundational discourse in 1996. Yet, beyond a growing interest in orienting universities’ missions, we observed a lack a formal definition and conceptualization of this movement. Based on a scoping review of the literature over the past 20 years, the objective of this article is to propose a conceptualization of engaged scholarship. More specifically, we define its values, principles, and processes. We conclude with a discussion of the implications of this new posture for faculty and students, as well as for the university as an institution. [ABSTRACT FROM AUTHOR]

This paper reports the results of a lab experiment designed to study the role of observability for peer effects in the setting of a simple production task. In our experiment, participants in the role of workers engage in a team real-effort task. We vary whether they can observe, or be observed by, one of their co-workers. In contrast to earlier findings from the field, we find no evidence that low-productivity workers perform better when they are observed by high-productivity co-workers. Instead, our results imply that peer effects in our experiment are heterogeneous, with some workers reciprocating a high-productivity co-worker but others taking the opportunity to free ride. [ABSTRACT FROM AUTHOR]

With the continuing growth of multi-media learning resources, it is important to offer methods helping learners to explore and acquire relevant learning information effectively. As services that organize multi-media learning materials together to support programming learning, the digital case-based learning system is needed. In order to create a case-oriented e-learning system, this paper concentrates on the digital case study of multi-media resources and learning processes with an integrated framework. An integration of multi-media resources, testing and learning strategies recommendation as the learning unit is proposed in the digital case-based learning framework. The learning mechanism of learning guidance, multi-media materials learning and testing feedback is supported in our project. An improved personalized genetic algorithm which incorporates preference information and usage degree into the crossover and mutation process is proposed to assemble the personalized test sheet for each learner. A learning strategies recommendation solution is proposed to recommend learning strategies for learners to help them to learn. The experiments are conducted to prove that the proposed approaches are capable of constructing personalized sheets and the effectiveness of the framework. [ABSTRACT FROM AUTHOR]

Introduction: Inconsistency in the time trade-off (TTO) task in EQ-5D-5L occurs when a respondent gives a higher value to a logically worse health state, the occurrence of inconsistency compromises the quality of the data. It is not yet clear which factors are associated with individual level inconsistency. Relating inconsistency to the characteristics of the respondent, interviewer, and the interview process could be helpful in understanding the causes of inconsistency. The objective of this paper is to discover the factors associated with individual level inconsistencies. Methods: Twenty interviewers interviewed 1,296 respondents and each respondent valued 10 health states using the EQ-VT platform in 5 cities in China. At the respondent level, inconsistency was identified in terms of severity and quantity and related to the respondent’s background characteristics, the time and iterations spent on the wheelchair example task, and the formal TTO tasks, using multilevel multinomial regression analyses. Interviewers’ impact on inconsistencies was analyzed using single level multinomial regression analyses. Results: In the full dataset, slight inconsistency was more related to the interview process (Time spent on TTO task: RRR = 1.246 with 95%CI: 1.076,1.441; time spent on Wheelchair example: RRR = 0.815 with 95%CI:0.699,0.952) while severe inconsistency was more related to respondent’s gender (Gender: RRR = 2.347 with 95%CI:1.429,3.855). One Interviewer (Interviewer 7: RRR = 7.335 with 95%CI:1.908,28.195) and interviewer’s experience (Sequence: RRR = 0.511 with 95%CI:0.385,0.678) in general showed strong influence over inconsistency in the TTO task. Conclusion: In conclusion, logical inconsistency in the valuation of EQ-5D-5L health states is associated not only with respondents’ characteristics but also with interviewers’ performance and the interview process. The role of interviewers and the importance of interviewer training may be more crucial than hitherto believed. This finding could be generalizable to other interviewer-administered health-state valuation study. [ABSTRACT FROM AUTHOR]

Introduction: This research paper aims to assess factors reported by parents associated with the successful transition of children with complex additional support requirements that have undergone a transition between school environments from 8 European Union member states. Methods: Quantitative data were collected from 306 parents within education systems from 8 EU member states (Bulgaria, Cyprus, Greece, Ireland, the Netherlands, Romania, Spain and the UK). The data were derived from an online questionnaire and consisted of 41 questions. Information was collected on: parental involvement in their child’s transition, child involvement in transition, child autonomy, school ethos, professionals’ involvement in transition and integrated working, such as, joint assessment, cooperation and coordination between agencies. Survey questions that were designed on a Likert-scale were included in the Principal Components Analysis (PCA), additional survey questions, along with the results from the PCA, were used to build a logistic regression model. Results: Four principal components were identified accounting for 48.86% of the variability in the data. Principal component 1 (PC1), ‘child inclusive ethos,’ contains 16.17% of the variation. Principal component 2 (PC2), which represents child autonomy and involvement, is responsible for 8.52% of the total variation. Principal component 3 (PC3) contains questions relating to parental involvement and contributed to 12.26% of the overall variation. Principal component 4 (PC4), which involves transition planning and coordination, contributed to 11.91% of the overall variation. Finally, the principal components were included in a logistic regression to evaluate the relationship between inclusion and a successful transition, as well as whether other factors that may have influenced transition. All four principal components were significantly associated with a successful transition, with PC1 being having the most effect (OR: 4.04, CI: 2.43–7.18, p<0.0001). Discussion: To support a child with complex additional support requirements through transition from special school to mainstream, governments and professionals need to ensure children with additional support requirements and their parents are at the centre of all decisions that affect them. It is important that professionals recognise the educational, psychological, social and cultural contexts of a child with additional support requirements and their families which will provide a holistic approach and remove barriers for learning. [ABSTRACT FROM AUTHOR]

People reliably encode information more effectively when it is related in some way to the self—a phenomenon known as the self-reference effect. This effect has been recognized in psychological research for almost 40 years, and its scope as a tool for investigating the self-concept is still expanding. The self-reference effect has been used within a broad range of psychological research, from cultural to neuroscientific, cognitive to clinical. Traditionally, the self-reference effect has been investigated in a laboratory context, which limits its applicability in non-laboratory samples. This paper introduces an online version of the self-referential encoding paradigm that yields reliable effects in an easy-to-administer procedure. Across four studies (total N = 658), this new online tool reliably replicated the traditional self-reference effect: in all studies self-referentially encoded words were recalled significantly more than semantically encoded words (d = 0.63). Moreover, the effect sizes obtained with this online tool are similar to those obtained in laboratory samples, and are robust to experimental variations in encoding time (Studies 1 and 2) and recall procedure (Studies 3 and 4), and persist independent of primacy and recency effects (all studies). [ABSTRACT FROM AUTHOR]

Melioration learning is an empirically well-grounded model of reinforcement learning. By means of computer simulations, this paper derives predictions for several repeatedly played two-person games from this model. The results indicate a likely convergence to a pure Nash equilibrium of the game. If no pure equilibrium exists, the relative frequencies of choice may approach the predictions of the mixed Nash equilibrium. Yet in some games, no stable state is reached. [ABSTRACT FROM AUTHOR]

Cooperation amongst resource users holds the key to overcoming the social dilemma that characterizes community-based common-pool resource management. But is cooperation alone enough to achieve sustainable resource use? The short answer is no. Developing management strategies in a complex social-ecological environment also requires ecological knowledge and approaches to deal with perceived environmental uncertainty. Recent behavioral experimental research indicates variation in the degree to which a group of users can identify a sustainable exploitation level. In this paper, we identify social-ecological micro-foundations that facilitate cooperative sustainable common-pool resource use. We do so by using an agent-based model (ABM) that is informed by behavioral common-pool resource experiments. In these experiments, groups that cooperate do not necessarily manage the resource sustainably, but also over- or underexploit. By reproducing the patterns of the behavioral experiments in a qualitative way, the ABM represents a social-ecological explanation for the experimental observations. We find that the ecological knowledge of each group member cannot sufficiently explain the relationship between cooperation and sustainable resource use. Instead, the development of a sustainable exploitation level depends on the distribution of ecological knowledge among the group members, their influence on each other’s knowledge, and the environmental uncertainty the individuals perceive. The study provides insights about critical social-ecological micro-foundations underpinning collective action and sustainable resource management. These insights may inform policy-making, but also point to future research needs regarding the mechanisms of social learning, the development of shared management strategies and the interplay of social and ecological uncertainty. [ABSTRACT FROM AUTHOR]