Critical review of the United Kingdom’s “gold standard” survey of public attitudes to science

Since 2000, the UK government has funded surveys aimed at understanding the UK public’s attitudes toward science, scientists, and science policy. Known as the Public Attitudes to Science series, these surveys and their predecessors have long been used in UK science communication policy, practice, and scholarship as a source of authoritative knowledge about science-related attitudes and behaviors. Given their importance and the significant public funding investment they represent, detailed academic scrutiny of the studies is needed. In this essay, we critically review the most recently published Public Attitudes to Science survey (2014), assessing the robustness of its methods and claims. The review casts doubt on the quality of key elements of the Public Attitudes to Science 2014 survey data and analysis while highlighting the importance of robust quantitative social research methodology. Our analysis comparing the main sample and booster sample for young people demonstrates that quota sampling cannot be assumed equivalent to probability-based sampling techniques

Apparent mass of small children: Experimental measurements

A test facility and protocol were developed for measuring the seated, vertical, whole-body vibration response of small children of less than 18 kg in mass over the frequency range from 1 to 45 Hz. The facility and protocol adhered to the human vibration testing guidelines of BS7085 and to current codes of ethics for research involving children. Additional procedures were also developed which are not currently defined in the guidelines, including the integral involvement of the parents and steps taken to maximize child happiness. Eight children were tested at amplitudes of 0.8 and 1.2 m/s2 using band-limited, Gaussian, white noise acceleration signals defined over the frequency interval from 1 to 50 Hz. Driving point apparent mass modulus and phase curves were determined for all eight children at both test amplitudes. All results presented a single, principal, anti-resonance, and were similar to data reported for primates and for adult humans seated in an automotive posture which provided backrest support. The mean frequency of the apparent mass peak was 6.25 Hz for the small children, as compared to values between 6.5 - 8.5 Hz for small primates and values between 6.5 - 8.6 Hz for adults seated with backrest support. The peak value of the mean, normalized, apparent mass was 1.54 for the children, which compares to values from 1.19 to 1.45 reported in the literature for small primates and 1.28 for adults seated with backrest support. ISO standard 5982, which specifies a mean, normalized, apparent mass modulus peak of 1.50 at a frequency of 4.0 Hz for adults seated without backrest support, provides significant differences

Retest effects in operational selection settings: Development and test of a framework

This study proposes a framework for examining the effects of retaking tests in operational selection settings. A central feature of this frame-work is the distinction between within-person and between-person retest effects. This framework is used to develop hypotheses about retest ef-fects for exemplars of 3 types of tests (knowledge tests, cognitive ability tests, and situational judgment tests) and to test these hypotheses in a high stakes selection setting (admission to medical studies in Belgium). Analyses of within-person retest effects showed that mean scores of re-peat test takers were one-third of a standard deviation higher for the knowledge test and situational judgment test and one-half of a standard deviation higher for the cognitive ability test. The validity coefficients for the knowledge test differed significantly depending on whether ex-aminees ’ test scores on the first versus second administration were used, with the latter being more valid. Analyses of between-person retest ef-fects on the prediction of academic performance showed that the same test score led to higher levels of performance for those passing on the first attempt than for those passing on the second attempt. The implications of these results are discussed in light of extant retesting practice. In employment settings, the Uniform Guidelines on Employee Selec-tion Procedures (1978) state that organizations should provide a reasonable opportunity to test takers for retesting. Hence, most organizations in the private and public sector have installed retesting policies in promotion and hiring situations (e.g., Campbell, 2004; McElreath, Bayless, Reilly, & Hayes, 2004). In the educational domain, the Standards for Educational and Psychological Testing (APA/AERA/NCME, 1999) state that retest op-portunities should be provided for tests used for promotion or graduation decisions. The opportunity for retesting is also mandated for tests used in making admission, licensing, or certification decisions. A previous version of this manuscript was presented at the Annual Convention of th

Creating an Instrument to Measure Student Response to Instructional Practices

BackgroundCalls for the reform of education in science, technology, engineering, and mathematics (STEM) have inspired many instructional innovations, some research based. Yet adoption of such instruction has been slow. Research has suggested that students’ response may significantly affect an instructor’s willingness to adopt different types of instruction.PurposeWe created the Student Response to Instructional Practices (StRIP) instrument to measure the effects of several variables on student response to instructional practices. We discuss the step‐by‐step process for creating this instrument.Design/MethodThe development process had six steps: item generation and construct development, validity testing, implementation, exploratory factor analysis, confirmatory factor analysis, and instrument modification and replication. We discuss pilot testing of the initial instrument, construct development, and validation using exploratory and confirmatory factor analyses.ResultsThis process produced 47 items measuring three parts of our framework. Types of instruction separated into four factors (interactive, constructive, active, and passive); strategies for using in‐class activities into two factors (explanation and facilitation); and student responses to instruction into five factors (value, positivity, participation, distraction, and evaluation).ConclusionsWe describe the design process and final results for our instrument, a useful tool for understanding the relationship between type of instruction and students’ response.Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/136692/1/jee20162_am.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/136692/2/jee20162.pd

Young masculinities, purity and danger: Disparities in framings of boys and girls in policy discourses of sexualisation

One of the reasons why it is ‘hard to explain’ the lack of attention to boys in discourses in sexualisation is that approached head-on, it appears that the focus on girls has no logic and is merely accidental. One might point to the research that is beginning to emerge on the increased visibility of the male body in visual cultures (e.g. Gill, 2009) and to boys’ fashion and embodiment (e.g. Vandenbosch and Eggermont, 2013). However, we propose that the tendency towards a problematisation of girls’ fashion and deportment and the invisibility of boys within policy and media discourses on ‘sexualisation’ is a systemic effect of constructions of gender and sexual subjectivity. In our society, we argue, signifiers of feminine purity operate as a form of symbolic capital, a construction that is not attributed to boys and which is integral scaffolding for the depiction of a subject as threatened by sexualisation. To illustrate our theorising regarding the ‘sexualisation of boys’, we shall examine an apparent exception to the rule: the Papadopoulos Review (2010), which explicitly attends to the sexualisation of boys and ends up re-emphasising rather than analysing the gendered and classed discourses of sexualisation. The Papadopolous Review indicates a moment at which a problematisation of the sexualisation of boys could have been triggered – since attention to both boys and girls was specifically part of the remit of the review – but was not, for specific sociological reasons to do with which subjects are assessed against the criterion of innocence