Spatial Theorizing in Comparative and International Education Research

The authors argue for a critical spatial perspective in comparative and international education. We briefly summarize how time and space have been conceptualized within our field. We then review mainstream social science literature that reflects a metanarrative, which we critique for contributing to false dichotomies between space and place and oversimplified views of the relationship between the global and the local. We present some of the key ideas associated with the “spatial turn,” including a relational understanding and productive capacity of space. In the final part of this article, we analyze the significance of new spatial theorizing for comparative and international education by reviewing examples of both comparative and educational researchers who are engaging with critical spatial theorizing. We argue that a possible way to confront binary thinking about space and place is by shifting attention to the relational conceptions of space, through analyses of networks, connections, and flows.Fil: Larsen, Marianne A.. No especifica;Fil: Beech, Jason. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentin

Understanding spatial data usability

In recent geographical information science literature, a number of researchers have made passing reference to an apparently new characteristic of spatial data known as 'usability'. While this attribute is well-known to professionals engaged in software engineering and computer interface design and testing, extension of the concept to embrace information would seem to be a new development. Furthermore, while notions such as the use and value of spatial information, and the diffusion of spatial information systems, have been the subject of research since the late-1980s, the current references to usability clearly represent something which extends well beyond that initial research. Accordingly, the purposes of this paper are: (1) to understand what is meant by spatial data usability; (2) to identify the elements that might comprise usability; and (3) to consider what the related research questions might be

A Network for Learning Kinematics with Application to Human Reaching Models

A model for self-organization of the coordinate transformations required for spatial reaching is presented. During a motor babbling phase, a mapping from spatial coordinate directions to joint motion directions is learned. After learning, the model is able to produce straight-line spatial velocity trajectories with characteristic bell-shaped spatial velocity profiles, as observed in human reaches. Simulation results are presented for transverse plane reaching using a two degree-of-freedom arm.Office of Naval Research (N00014-92-J-1309

Local spatiotemporal modeling of house prices: a mixed model approach

The real estate market has long provided an active application area for spatial–temporal modeling and analysis and it is well known that house prices tend to be not only spatially but also temporally correlated. In the spatial dimension, nearby properties tend to have similar values because they share similar characteristics, but house prices tend to vary over space due to differences in these characteristics. In the temporal dimension, current house prices tend to be based on property values from previous years and in the spatial–temporal dimension, the properties on which current prices are based tend to be in close spatial proximity. To date, however, most research on house prices has adopted either a spatial perspective or a temporal one; relatively little effort has been devoted to situations where both spatial and temporal effects coexist. Using ten years of house price data in Fife, Scotland (2003–2012), this research applies a mixed model approach, semiparametric geographically weighted regression (GWR), to explore, model, and analyze the spatiotemporal variations in the relationships between house prices and associated determinants. The study demonstrates that the mixed modeling technique provides better results than standard approaches to predicting house prices by accounting for spatiotemporal relationships at both global and local scales

Measuring the geography of opportunity

Quantitative segregation research focuses almost exclusively on the spatial sorting of demographic groups. This research largely ignores the structural characteristics of neighborhoods – such as crime, job accessibility, and school quality – that likely help determine important household outcomes. This paper summarizes the research on segregation, neighborhood effects, and concentrated disadvantage, and argues that we should pay more attention to neighborhood structural characteristics, and that the data increasingly exist to include measures of spatial segregation and neighborhood opportunity. The paper concludes with a brief empirical justification for the inclusion of data on neighborhood violence and a discussion on policy applications

Asymptotics of the two-stage spatial sign correlation

Acknowledgments This research was supported in part by the Collaborative Research Grant 823 of the German Research Foundation. The authors wish to thank the editors and referees for their careful handling of the manuscript. They further acknowledge the anonymous referees of the article Spatial sign correlation (J. Multivariate Anal. 135, pages 89–105, 2015), who independently of each other suggested to further explore the properties of two-stage spatial sign correlation.Non peer reviewedPreprin

Representation, space and Hollywood Squares: Looking at things that aren't there anymore

It has been argued that the human cognitive system is capable of using spatial indexes or oculomotor coordinates to relieve working memory load (Ballard, Hayhoe, Pook & Rao, 1997) track multiple moving items through occlusion (Scholl & Pylyshyn, 1999) or link incompatible cognitive and sensorimotor codes (Bridgeman and Huemer, 1998). Here we examine the use of such spatial information in memory for semantic information. Previous research has often focused on the role of task demands and the level of automaticity in the encoding of spatial location in memory tasks. We present five experiments where location is irrelevant to the task, and participants' encoding of spatial information is measured implicitly by their looking behavior during recall. In a paradigm developed from Spivey and Geng (submitted), participants were presented with pieces of auditory, semantic information as part of an event occurring in one of four regions of a computer screen. In front of a blank grid, they were asked a question relating to one of those facts. Under certain conditions it was found that during the question period participants made significantly more saccades to the empty region of space where the semantic information had been previously presented. Our findings are discussed in relation to previous research on memory and spatial location, the dorsal and ventral streams of the visual system, and the notion of a cognitive-perceptual system using spatial indexes to exploit the stability of the external world

Implementing Spatial Intelligence-Based Respond Method in the Physics Instruction to Improve Physics Learning Outcomes on the Lesson Subject of Straight Motion of the Tenth Grade Students of SMA N 1 Jogolagan in the First Semester

This study aims at determining influences of the spatial intelligence-based respond method towards physics learning outcomes on the subject of straight motion of the students of Grade X of SMA N 1 Jogonalan. This research also aims at determining whether the implementation of the spatial intelligence-based respond method was better or not when compared with the conventional teaching towards physics learning outcomes on the subject of Straight Motion of the tenth grade students of SMA N 1 Jogonalan. The learning outcomes covered cognitive and affective domains. This research was apparent experimental study using pretest-posttest format and non-equivalent control group design. The sampling used was conditional non-random sampling. The research subject was the students of Grade X of SMA N 1 Jogonalan. This study involved two classes. The experimental class used the spatial intelligence-based respond method while the control class used the conventional method (presentation). Data analysis techniques used regression analysis and an analysis using t test. The testing technique of prerequisite analysis used Normality test, Homogeneity test, Linearity test, Autocorrelation test, Multi con linearity test, and Hetero-skedaticity test. Hypothesis testing technique used F test and t test. Based on the research results, there were positive influences of the spatial intelligence-based respond method towards students’ physics learning outcomes in the domains of cognitive and affective on the subject of straight motion of the tenth grade students of SMA N 1 Jogonalan. The research results also indicated that the teaching using the spatial intelligence-based respond method was better than one using the conventional method on physics learning outcomes in the domains of cognitive and affective on the subject of straight motion of the tenth grade students of SMA N 1 Jogonalan. Keywords : response method, spatial intelligence, straight motion Year : 201