Learning from Physics Education Research: Lessons for Economics Education

We believe that economists have much to learn from educational research practices and related pedagogical innovations in other disciplines, in particular physics education. In this paper we identify three key features of physics education research that distinguish it from economics education research - (1) the intentional grounding of physics education research in learning science principles, (2) a shared conceptual research framework focused on how students learn physics concepts, and (3) a cumulative process of knowledge-building in the discipline - and describe their influence on new teaching pedagogies, instructional activities, and curricular design in physics education. In addition, we highlight four specific examples of successful pedagogical innovations drawn from physics education - context-rich problems, concept tests, just-in-time teaching, and interactive lecture demonstrations - and illustrate how these practices can be adapted for economic education.Comment: 19 pages, 3 figures, submitted to Journal of Economic Education, also available from Social Science Research Network <http://ssrn.com/abstract=1151430

Learning from physics education research: Lessons for economics education

We believe that economists have much to learn from educational research practices and related pedagogical innovations in other disciplines, in particular physics education. In this paper we identify three key features of physics education research that distinguish it from economics education research - (1) the intentional grounding of physics education research in learning science principles, (2) a shared conceptual research framework focused on how students learn physics concepts, and (3) a cumulative process of knowledge-building in the discipline - and describe their influence on new teaching pedagogies, instructional activities, and curricular design in physics education. In addition, we highlight four specific examples of successful pedagogical innovations drawn from physics education - context-rich problems, concept tests, just-in-time teaching, and interactive lecture demonstrations - and illustrate how these practices can be adapted for economic education.economic education; physics education research (PER); research-based teaching; preconceptions; metacognition; transfer; context-rich problems; peer instruction; just-in-time teaching; interactive lecture demonstration

Factors affecting the location of payday lending and traditional banking services in North Carolina

Payday lending is a relatively new and fast growing segment of the “fringe banking” industry. This paper offers a comparative, descriptive analysis of the location patterns of traditional banks and payday lenders. Utilizing a dataset at the Zip Code Tabulation Area level in North Carolina, we perform negative binomial regressions and find evidence supporting some, but not all common assertions about the location patterns of both types of institutions. A key finding is that after controlling for many covariates, race is still a powerful predictor of the locations of both banks and payday lenders.payday lending, fringe banking, location analysis

Factors affecting the location of payday lending and traditional banking services in North Carolina

Payday lending is a relatively new and fast growing segment of the “fringe banking” industry. This paper offers a comparative, descriptive analysis of the location patterns of traditional banks and payday lenders. Utilizing a dataset at the Zip Code Tabulation Area level in North Carolina, we perform negative binomial regressions and find evidence supporting some, but not all common assertions about the location patterns of both types of institutions. A key finding is that after controlling for many covariates, race is still a powerful predictor of the locations of both banks and payday lenders

Flu viruses a lucky community and cosine graphs: the possibilities opened up by the use of a socio-political perspective to study learning in an undergraduate access course in mathematics

This is an Accepted Manuscript of an article published by Taylor & Francis in African Journal of Research in Mathematics, Science and Technology Education on 20 August 2013 available online: http://www.tandfonline.com/10.1080/10288457.2009.10740656.In this paper I present a perspective of mathematics education and learning, termed a 'sociopolitical perspective'. Classroom mathematical activity, in which certain ways of acting, behaving and knowing are given value, is located in a wider network of socio-political practices. Learning in mathematics is regarded as coming to participate in the discourse of the community that practises the mathematics. I argue that the use of a socio-political perspective allows the researcher and teacher to view classroom mathematical activity as a product of the network of socio-political practices in which it is located, rather than as a product of individual cognitive ability. I illustrate the use of this perspective by drawing on a study of learning in a first-year university access course in Mathematics at a South African university. Fairclough's method for critical discourse analysis, supplemented with work by Sfard and Morgan in mathematics education, was used to analyse both the text of a 'real world' problem in mathematics and a transcript representing the activity as a group of five students solved the problem. This analysis suggests that, despite containing traces of discourses from outside of mathematics, the problem text constructs the activity as solving a mathematical problem with features of a school mathematical word problem. When solving the problem the students draw on practices associated with school mathematics and their university mathematics course, some of which enable and others constrain their participation. For example, they refer to named functions learned at school, they have difficulty making productive links between the mathematical functions and the 'real world' context, and they have varied opportunities for mathematical talk in the group. The study identifies as key to the students' progress the presence of an authority (in this case a tutor) who can make explicit the ways of thinking, acting, and talking that are valued in the discourse of undergraduate mathematics, and who provides opportunities for mathematical talk

Structured inquiry-based learning: Drosophila GAL4 enhancer trap characterization in an undergraduate laboratory course.

We have developed and tested two linked but separable structured inquiry exercises using a set of Drosophila melanogaster GAL4 enhancer trap strains for an upper-level undergraduate laboratory methods course at Bucknell University. In the first, students learn to perform inverse PCR to identify the genomic location of the GAL4 insertion, using FlyBase to identify flanking sequences and the primary literature to synthesize current knowledge regarding the nearest gene. In the second, we cross each GAL4 strain to a UAS-CD8-GFP reporter strain, and students perform whole mount CNS dissection, immunohistochemistry, confocal imaging, and analysis of developmental expression patterns. We have found these exercises to be very effective in teaching the uses and limitations of PCR and antibody-based techniques as well as critical reading of the primary literature and scientific writing. Students appreciate the opportunity to apply what they learn by generating novel data of use to the wider research community

Management of multidrug resistant Gram-negative bacilli infections in solid organ transplant recipients: SET/GESITRA-SEIMC/REIPI recommendations

Solid organ transplant (SOT) recipients are especially at risk of developing infections by multidrug resistant (MDR) Gram-negative bacilli (GNB), as they are frequently exposed to antibiotics and the healthcare setting, and are regulary subject to invasive procedures. Nevertheless, no recommendations concerning prevention and treatment are available. A panel of experts revised the available evidence; this document summarizes their recommendations: (1) it is important to characterize the isolate´s phenotypic and genotypic resistance profile; (2) overall, donor colonization should not constitute a contraindication to transplantation, although active infected kidney and lung grafts should be avoided; (3) recipient colonization is associated with an increased risk of infection, but is not a contraindication to transplantation; (4) different surgical prophylaxis regimens are not recommended for patients colonized with carbapenem-resistant GNB; (5) timely detection of carriers, contact isolation precautions, hand hygiene compliance and antibiotic control policies are important preventive measures; (6) there is not sufficient data to recommend intestinal decolonization; (7) colonized lung transplant recipients could benefit from prophylactic inhaled antibiotics, specially for Pseudomonas aeruginosa; (8) colonized SOT recipients should receive an empirical treatment which includes active antibiotics, and directed therapy should be adjusted according to susceptibility study results and the severity of the infection.J.T.S. holds a research contract from the Fundación para la Formación e Investigación de los Profesionales de la Salud de Extremadura (FundeSalud), Instituto de Salud Carlos III. M.F.R. holds a clinical research contract “Juan Rodés” (JR14/00036) from the Spanish Ministry of Economy and Competitiveness, Instituto de Salud Carlos III