Modeling social networks from sampled data

Network models are widely used to represent relational information among interacting units and the structural implications of these relations. Recently, social network studies have focused a great deal of attention on random graph models of networks whose nodes represent individual social actors and whose edges represent a specified relationship between the actors. Most inference for social network models assumes that the presence or absence of all possible links is observed, that the information is completely reliable, and that there are no measurement (e.g., recording) errors. This is clearly not true in practice, as much network data is collected though sample surveys. In addition even if a census of a population is attempted, individuals and links between individuals are missed (i.e., do not appear in the recorded data). In this paper we develop the conceptual and computational theory for inference based on sampled network information. We first review forms of network sampling designs used in practice. We consider inference from the likelihood framework, and develop a typology of network data that reflects their treatment within this frame. We then develop inference for social network models based on information from adaptive network designs. We motivate and illustrate these ideas by analyzing the effect of link-tracing sampling designs on a collaboration network.Comment: Published in at http://dx.doi.org/10.1214/08-AOAS221 the Annals of Applied Statistics (http://www.imstat.org/aoas/) by the Institute of Mathematical Statistics (http://www.imstat.org

On the Concept of Snowball Sampling

This brief comment reflects on the historical and current uses of the term "snowball sampling."Comment: 5 pages, 0 figures. To appear in Sociological Methodolog

Respondent-Driven Sampling: An Assessment of Current Methodology

Respondent-Driven Sampling (RDS) employs a variant of a link-tracing network sampling strategy to collect data from hard-to-reach populations. By tracing the links in the underlying social network, the process exploits the social structure to expand the sample and reduce its dependence on the initial (convenience) sample. The primary goal of RDS is typically to estimate population averages in the hard-to-reach population. The current estimates make strong assumptions in order to treat the data as a probability sample. In particular, we evaluate three critical sensitivities of the estimators: to bias induced by the initial sample, to uncontrollable features of respondent behavior, and to the without-replacement structure of sampling. This paper sounds a cautionary note for the users of RDS. While current RDS methodology is powerful and clever, the favorable statistical properties claimed for the current estimates are shown to be heavily dependent on often unrealistic assumptions.Comment: 35 pages, 29 figures, under revie

Entrepreneurship and Team Participation: An Experimental Study

Entrepreneurs are surprisingly unlikely to have partners. In spite of the obvious advantages to forming partnerships, only a small minority of entrepreneurs (less than 10%, excluding family businesses) have partners. A number of possible explanations exist for this puzzling phenomenon, including an inability to locate suitable partners, fear of free-riding by partners, and a preference for not working in groups. Utilizing a diverse subject population with a high proportion of active entrepreneurs, we use a team production experiment to study whether entrepreneurs prefer to work alone or in a team. The data indicate that entrepreneurs, while no more likely to free-ride on their teammates, are substantially less interested in joining teams. This suggests that efforts to encourage partnership among entrepreneurs may run contrary to the preferences of this group.Entrepreneurship, Teams, Artefactual Field Experiment

Teaching Strategies to Increase Student Engagement at the 4th Grade Level

Teaching Strategies to Increase Student Engagement at the 4th Grade Leve

The Conners\u27 Continuous Performance Test compared with the attention problems scale of the Child Behavior Checklist in ADHD children

This study examined the relationship between errors of omission and commission on Conners’ Continuous Performance Test (CPT) and parental report of behavior ratings as demonstrated by the Attention Problems scale of the Child Behavior Checklist (CBCL). The study was conducted using 33 children who were clinic-referred for assessment of behavioral and/or learning problems. The CPT was administered individually to the child via computer while the parent completed the CBCL. CPT inter-item reliability was found to be borderline (.7960) for Omission Errors and unacceptable (.7748) for Commission Errors. A Pearson correlation matrix revealed significant correlations among Age and Attention Problems Scale, Age and Omission Errors, and Age and Commission Errors. Likewise, a stepwise multiple regression analysis using the Attention Problems Scale of the CBCL as the dependent variable indicated age alone as a significant predictor of parental report with regard to attention problems. Consequently, the study found that the Conners’ CPT scores of omission and commission do not correlate and should not replace a thorough diagnostic evaluation

Equity, Diversity, and Inclusion in Alberta Accredited International Schools: Bridging Modern and Traditional Societal Perspectives in Educational Practice

International schools accredited by Western-based educational paradigms encounter specific challenges within the theoretical framework of equity, diversity, and inclusion (EDI), as perceived through the lens of social justice in education. This Organizational Improvement Plan (OIP) considers, from the context of modern and traditional societies, the change readiness of the Alberta Accredited International Schools program (AAIS) surrounding the practice of EDI. Generalized expectations of universal application present with factors that may provide educational leaders with the framework to deliberate critical theory motivating practice. Modernist and traditionalist societal views of EDI, and the translation of pedagogical frameworks through educational reform, are considered. My agency as an external educational psychologist and EDI consultant provides a practical, site-based context of change with a worldview of transformative leadership. As an external consultant, I proposed a blended change model, including Cawsey et al.’s (2016) Change Path Model through the lens of Capper’s (2019) critical theory for organizational improvement. The proposal of an EDI policy analyst change driver to inform a transformative worldview and associated theoretical resolutions is presented. Solutions are offered to influence current and future alignment within varied contexts between the provincial agency and the AAIS program sites. Informed by social justice in educational leadership, this OIP accepts a theoretically based challenge to apply a transformative leadership model of EDI practice to AAIS leaders. The outcome includes an alternative conceptualization of EDI practice demands within schools existing in a traditional society aligned with a Western-based educational pedagogy