Do we expect too much? Reflection on chemistry content in higher education

Education research in the 1970s, like other related areas, was dominated by quantitative work¹ during an era for which social sciences sought to draw upon the successful scientific approach typically used in the physical sciences (in particular) to investigate teaching and learning.¹’² So if we felt a cohort of students did not understand some con¬cept, we tried to find out whether or not a different teach¬ing approach could fix their misconceptions.³ But how to do this? Well, drawing on a scientific approach, we would divide the class or classes up, teach one cohort the same way we always had, and the other cohort in our new way, and evaluate any differences in conceptual understanding using, e.g. a standardized topic test. Differences would be examined for statistical significance of evidence that our new approach to teaching had worked. And this is the way much research was done at the time. Control of variables, randomized sampling, and so on, were all embedded in such an approach to educational research

Valve malfunction detection apparatus

A detection system is provided for sensing a malfunction of a valve having an outlet connected to an end of a first pipe through which pressurized fluid may be flowed in a downstream direction away from the valve. The system includes a bypass pipe connected at its opposite ends to the first pipe and operative to bypass a portion of the fluid flow therethrough around a predetermined section thereof. A housing is interiorly divided by a flexible diaphragm into first and second opposite chambers which are respectively communicated with the first pipe section and the bypass pipe, the diaphragm being spring-biased toward the second chamber. The diaphragm housing cooperates with check valves and orifices connected in the two pipes to create and maintain a negative pressure in the first pipe section in response to closure of the valve during pressurized flow through the first pipe. A pressure switch senses the negative pressure and transmits a signal indicative thereof to a computer. Upon cessation of the signal while the valve is still closed, the computer responsively generates a signal indicating that the valve, or another portion of the detection system, is leaking

Teacher Quality and Student Inequality (Revised 2014)

This paper examines the extent to which the allocation of teachers within and across public high schools is contributing to inequality in student test score performance. Using ten years of administrative data from North Carolina public high schools, I estimate a flexible education production function in which student achievement reflects student inputs, teacher quality, school quality, and a school-specific scaling factor that allows the impact of teaching quality to vary across schools. The existence of nearly 3,000 teacher transfers, combined with a testable exogenous mobility assumption, allows separate identification of each teacher’s quality from both school quality and school sensitivity to teacher quality. I find that teaching quality is surprisingly equitably distributed both within and across high schools. Schools predominantly serving underprivileged students employ teachers who are only slightly below average, and most students receive a mix of their school’s good and bad teachers. Overall, I find that the allocation of teacher and school inputs at the high school level contributes only 4% to the achievement gap between the top and bottom deciles of an index of student background. Finally, I find that schools that disproportionately serve disadvantaged students tend to be more sensitive to teacher quality

The Future of Scholarly Communication in the Humanities: Adaptation or Transformation?

The paper suggests that the disaggregation of the core functions of scholarly publication will inevitably change communication in the humanities