Voting Technology, Vote-by-Mail, and Residual Votes in California, 1990-2010

This paper examines how the growth in vote-by-mail and changes in voting technologies led to changes in the residual vote rate in California from 1990 to 2010. We find that in California’s presidential elections, counties that abandoned punch cards in favor of optical scanning enjoyed a significant improvement in the residual vote rate. However, these findings do not always translate to other races. For instance, find that the InkaVote system in Los Angeles has been a mixed success, performing very well in presidential and gubernatorial races, fairly well for ballot propositions, and poorly in Senate races. We also conduct the first analysis of the effects of the rise of vote-by-mail on residual votes. Regardless of the race, increased use of the mails to cast ballots is robustly associated with a rise in the residual vote rate. The effect is so strong that the rise of voting by mail in California has mostly wiped out all the reductions in residual votes that were due to improved voting technologies since the early 1990s

A cross-national mixed-method study of reality pedagogy

This mixed-methods cross-national study investigated the effectiveness of reality pedagogy (an approach in which teachers become part of students’ activities, practices and rituals) in terms of changes in student perceptions of their learning environment and attitudes towards science. A questionnaire was administered to 142 students in grades 8–10 in the Bronx, New York City and Dresden, Germany. The questionnaire combines learning environment scales from the Constructivist Learning Environment Survey and the What Is Happening In this Class? Questionnaire with attitude scales from the Test of Science-Related Attitudes. Student interviews were used to support questionnaire findings. Quantitative data analyses revealed that reality pedagogy had a greater impact on students in the Bronx than in Dresden, with qualitative data clarifying differences in how reality pedagogy was enacted in each geographic area. Overall, our findings add to the body of evidence concerning the effectiveness of reality pedagogy as an approach to teaching and learning science across a variety of contexts. © 2016 Springer Science+Business Media Dordrech