Disciplinary Standards Research Articles

Conceptualizing an Initial Framework to Support Discipline-Rich Project-Based Learning in STEM

Project-Based Learning (PBL) is positioned as a pedagogical approach to support authentic, discipline-rich STEM curricula. However, much of the research has focused on the effectiveness of researcher-created curricula rather than teacher-created curricula. In this manuscript, we seek to illuminate the ways in which teachers create discipline-rich STEM projects. Drawing on the theory of the curriculum enactment process, we analyzed curricular artifacts from our teaching practices that we created as secondary STEM teachers who designed and enacted project-based learning. From the analysis, we propose a framework grounded in disciplinary standards to support teachers in creating discipline-rich STEM projects by attending to (1) the Elements of PBL; (2) Content Storyline; (3) Practice Pathway.

The Role of Discipline and Work Motivation in Determining Employee Performance

Motivation is among the elements that can help achieve peak performance. Managers use work discipline as a technique to talk to staff members and get their cooperation in changing their conduct. It also raises knowledge of corporate policies and social norms and encourages people to follow them. The purpose of this thesis is to ascertain and examine how work discipline and motivation affect the output of PT employees. Auto Technology Indonesia. Researchers used a convenience sampling technique, this technique determines the sample based on all employees of PT. Auto Teknologi Indonesia Motivation research results have a major impact on PT Auto Teknologi employees' performance. At PT Auto Teknologi Indonesia, the results of discipline tests have a big impact on employee performance. The outcomes of evaluating Work Discipline and Motivation at the same time have a major impact on Employee Performance. Managerial implications: Giving regular awards or recognition to employees who demonstrate good performance can increase their motivation. Carrying out routine monitoring and performance evaluations to ensure employees comply with established disciplinary standards.

¿Deben desaparecer las ciencias Biomédicas y de la Salud en la formación inicial de Educación Física en Chile?

Based on what is declared in the Disciplinary Standards of Initial Physical Education Training, we ask ourselves: Should the Biomedical and Health sciences disappear in the initial training of Physical Education in Chile? From a qualitative hermeneutic-phenomenological approach with documentary analysis techniques, we reflect on the training needs and occupations of the profession, as well as the employability rates based on official ministerial figures. Based on the above, and in response to the question, it is argued that training in Biomedical and Health Sciences should be maintained, beyond the artificial territory established by current standards.

Explaining research performance: investigating the importance of motivation

In this article, we study the motivation and performance of researchers. More specifically, we investigate what motivates researchers across different research fields and countries and how this motivation influences their research performance. The basis for our study is a large-N survey of economists, cardiologists, and physicists in Denmark, Norway, Sweden, the Netherlands, and the UK. The analysis shows that researchers are primarily motivated by scientific curiosity and practical application and less so by career considerations. There are limited differences across fields and countries, suggesting that the mix of motivational aspects has a common academic core less influenced by disciplinary standards or different national environments. Linking motivational factors to research performance, through bibliometric data on publication productivity and citation impact, our data show that those driven by practical application aspects of motivation have a higher probability for high productivity. Being driven by career considerations also increases productivity but only to a certain extent before it starts having a detrimental effect.

Black Measurement: The Contributions of People Racialized as Black to the Field of Psychometrics

Psychometrics is a branch of psychology concerned with the measurement of mental attributes, behavior, and performance, in addition to the design and analysis of tests and other instruments. The origins of this field are rooted in the explorations of 18th century scientists concerned with capturing phenomena in empirical ways. Less discussed is the use of tests and assessments to validate racialization, which thrusts persons racialized as Black into the early discourse on psychometrics. Scholars, scientists, and psychometricians racialized as Black have long engaged psychometrics providing two major contributions: infrastructure via personnel and training programs built by persons racialized as Black; and interdisciplinarity, which include disciplinary standards and knowledge production. This commentary names these important figures and describes their contributions to the field of psychometrics.

Behavior Of Leadership Of Schools, School Climate, And School Quality At Smpn (State Junior High School) Cirebon-Indonesia

This research is focused on the influence of the behavior of school principals and school climate on the quality of schools at SMPN in Cirebon Regency. Quality is a measure related to customer satisfaction with a product achieved by schools based on four indicators: (1) input, (2) process, (3) output, and (4) outcome. Principal leadership behavior and school climate have a significant influence on the quality of schools so they must be built together, especially in improving aspects of skills, aspects of disciplinary standards, and aspects of the output. Therefore, with this study, the synergy of the leadership behavior of school principals and the climate of schools can improve the quality of schools. The research method uses a descriptive-analytical method with a quantitative approach. Technique data with closed questionnaire distribution. The research data was carried out with descriptive analysis. The research finding is that the quality of schools is more from the school climate than the influence of the leadership behavior of the principal.

Human Subjects Research Guidelines for Undergraduate Researchers: An Analysis of Institutional Review Board (IRB) Websites at Top Liberal Arts Colleges in the United States.

Teaching students about the ethics of Human Subject Research (HSR) should be a fundamental component of students' education about research. In this article, we analyze the Institutional Review Board (IRB) websites of top-ranked Liberal Arts Colleges (LACs) to examine their framing of HSR carried out by undergraduate students. Our descriptive quantitative analysis from 50 top-ranked LACs in the United States indicates that a majority of IRB websites provide information about undergraduate research, and most include information about students' classroom-based research. Our qualitative content analysis of a subsample of ten colleges' IRB websites provides information on how they inform and educate about issues including informed consent and highlight different resources for students including their research advisor, and disciplinary standards. We conclude by discussing recommendations for IRBs in their accessibility to undergraduates.

Irving’s Literary Historiography

Claudia Stokes, “Irving’s Literary Historiography” (pp. 195–222) This essay examines the importance of Washington Irving to modern disciplinary standards of historiography. Today, history and literature are distinct genres requiring different skills, but for centuries history was a recognized form of rhetoric readily available to writers, even those without special qualifications or training. This tradition of history writing proved important to Irving’s early career, and he found great success with his parodic A History of New York (1809). Decades later, he attempted to replicate that success with A Chronicle of the Conquest of Granada (1829), a history of Spain’s campaign to control Granada. However, in the intervening years, historiographical standards had begun to change: historians were now expected to conduct original research and adhere as closely as possible to recorded facts. In accord with these expectations, Irving conducted significant archival research, but he blended this research with literary forms and devices, which included a fictitious narrator and an invented manuscript source. Decades earlier, these devices had rendered A History of New York a success, but critics of Conquest of Granada took issue with Irving’s literariness and accused him of perpetrating a hoax. To nineteenth-century observers, this controversy demonstrated the dangers that literariness posed to history and affirmed the need to separate these two modes. The public response to Irving’s A History of the Conquest of Granada contributed to the modern professionalization of history and modern historiographical standards.

A Look at the Interconnection of Dimensions of Knowledge in Physical Education Teacher Training in Chile

The massive fragmentation of knowledge that exists in the current field of physical education enables us to research pedagogical and disciplinary aspects in the educational processes of teachers in training, as this has significant implications for future educational practices. This study proposes to assess the dimensions of knowledge (conceptual, procedural and attitudinal) that stem from the learnings that emerge in physical education teacher training in terms of the disciplinary standards proposed by the Chilean Education Ministry for the Preservice Teacher Education. The study methodology was descriptive and inferential, and the cohort was cross-sectional. A total of 750 fourth- and fifth-year students in training from 13 Chilean universities participated. Of these, 619 subjects were considered: 54.6% (338) men and 45.4% (281) women between the ages of 21 and 25. The questionnaire used for data collection was the "Questionnaire on Conceptual, Procedural and Attitudinal Learning in Preservice Teacher Education in Physical Education" (CACPA-FIDEF), prepared as part of Fondecyt project No. 11190537. The main results indicate that there are no statistically significant differences in the three dimensions in terms of students' sex and type of schooling, with p values > 0.05. In conclusion, the study observed a weak conceptual management of the discipline in future teachers, revealing once again the need to seek out didactic alternatives that enable teachers in training to understand the importance of the conceptual dimension in their learning and teaching processes.

“Unavailable, insecure, and very poorly paid”: Global difficulties and inequalities in conducting social psychological research

This paper offers an exploration of research production in social psychology as a global endeavor from the point of view of Anglophone social psychologists (N = 232) across 64 countries. We examine social psychologists’ beliefs regarding the difficulties in conducting research in social psychology and the inequalities that they report between the Global North, South and East Europe, and the Global South. Across all regions, we found pervasive critical awareness of obstacles to conducting research – including underinvestment in the field, precarious and counter-productive labor conditions, and excessive and biased disciplinary standards. However, we also found that colleagues outside the Global North reported quantitatively and qualitatively larger obstacles to research. These included well-known historically-rooted inequalities but also contemporary systemic procedural and distributive injustices in material, human, and social-political capital. Non-Northern colleagues in particular critically reflected on how these inequalities and injustices are amplified by Northern hegemonies in social, institutional, disciplinary, economic, and political systems. Discussion focuses on the implications of these results for social psychologists, social psychology as a discipline, and its situation within broader hierarchical systems and their intersectionalities.

Towards water literacy: an interdisciplinary analysis of standards for teaching and learning about humans and Water

Water is critical to sustain human existence. Water literacy involves understanding the interactions within and between natural and human dimensions of water systems to support informed decision-making, an important outcome for learners of all ages. It is therefore critical to foster water literacy in today’s global citizens, particularly through formal education. The purpose of this study, in tandem with a parallel study focusing on natural dimensions of water systems (Mostacedo-Marasovic et al., in press), is to examine water-related K-12 standards for teaching and learning about human dimensions of water systems to develop a comprehensive and transdisciplinary perspective on water education. Our overarching question is, “What do disciplinary standards specify as outcomes for students’ learning about water and humans?”. Our research questions are: i) “To what extent do these water-related standards address recognized domains of learning?” and ii) “What thematic outcomes for students’ learning are apparent across grades in these water-related standards?”. We use chi-square statistics and a conventional qualitative content analysis method complemented by processes from grounded theory to analyze water-related education standards (N = 341) from 12 education-oriented, governmental and non-governmental organizations based in the United States. Our results indicate that first, water-related standards emphasize the cognitive domain, including declarative and procedural knowledge. The affective domain and its social and emotional components are much less prevalent. Second, the water-related standards illustrate five categories which encompass human dimensions of water spanning K-12 grade bands, including human settlements; the nexus between water, food, and energy; public health; impacts of human activities on water quality and quantity; and water resources management. Overall, the study contributes to a more holistic and comprehensive perspective of water and human systems that can help inform teaching and learning to cultivate water literacy, including curriculum development and classroom pedagogy.

Towards water literacy: Analysis of standards for teaching and learning about water on Earth

Water is one of Earth’s fundamental natural systems. It is crucial to foster water literacy in today’s global citizens, particularly through formal education. The purpose of this research, in parallel with a study focused on human dimensions of water systems (Mostacedo-Marasovic et al., in press), is to examine water-related K-12 standards for teaching and learning about water and natural systems and develop a comprehensive and transdisciplinary perspective on water education. Our overarching question is, “What do disciplinary standards specify as outcomes for students’ learning about water and natural systems?” Our research questions are: (i) “To what extent do these water-related standards address recognized domains of learning?” and (ii) “What thematic outcomes for students’ learning are apparent across grades in these water-related standards?.” We use chi-square statistics and conventional qualitative content analysis complemented by processes from grounded theory to analyze water-related education standards (N = 196) from 11 education-oriented governmental and non-governmental organizations based in the United States and the United Nations. Our results indicate that, first, water-related standards emphasize the cognitive domain, including declarative and procedural knowledge, for water-related concepts and skills. The affective domain and its social component are far less prevalent. Second, the water-related standards illustrate four categories including abundance, distribution, and movement of water on Earth; water and the Geosphere; water and climate; and water and life. These findings provide a more comprehensive perspective from multiple disciplines of the natural sciences on outcomes for teaching and learning about water and natural systems, as well as the learning domains they address. These can inform educational efforts to cultivate water literacy across K-12 through teaching and learning.

Knowledge institutions in constitutional democracy: reflections on ‘the press’

ABSTRACT Knowledge institutions—understood as ongoing entities with a central purpose of creating or disseminating knowledge according to disciplinary standards—are central to the workings of a constitutional democracy. The press is made up of knowledge institutions that should be recognized as such. Moreover, and contrary to the suggestions of some jurists, the press can be reasonably defined, without suspect content discrimination, in light of its special role in seeking and reporting knowledge; different definitions may be appropriate for different purposes, such as limited access to physical press briefings as compared to privileges for confidential sources. Finally, knowledge institutions, including the press, are interdependent on each other, which means that all knowledge institutions have stakes in the well-being of others.

Situating Information Literacy: A Case Study Exploring Faculty Knowledge of National Disciplinary Standards and Local Program Learning Outcomes

Considerable research argues the importance of situating information literacy in disciplinary curriculums. Arguments within this body of publications frequently share a common recommendation, to look towards national disciplinary standards and curriculum learning outcomes to develop relevant learning outcomes for librarian-led information literacy instruction. The assumption underlying this recommendation is that disciplinary faculty are knowledgeable of and use national standards to design their curricula and learning outcomes. This paper presents the results of a single-institution survey that explored California State University, Los Angeles faculty's knowledge of national disciplinary standards and program learning outcomes and tested if that knowledge is related to disciplinary faculty teaching information literacy. The findings suggest that faculty are generally more aware of program learning outcomes (PLOs) than national standards and that there is an association between knowledge of PLOs and teaching information literacy.

An Okapi Hypothesis: Non-Euclidean Geometry and the Professional Expert in American Mathematics

Open Court began publishing The Monist in 1890 as a journal “devoted to the philosophy of science” that regularly included mathematics. The audience was understood to be “cultured people who have not a technical mathematical training” but nevertheless “have a mathematical penchant.” With these constraints, the mathematical content varied from recreations to logical foundations, but everyone had something to say about non-Euclidean geometry, in debates that ranged from psychology to semantics. The focus in this essay is on the contested value of mathematical expertise in legitimating what should be considered as mathematics. While some mathematicians urged The Monist to uphold disciplinary standards of geometrical reasoning, authors opposed to non-Euclidean geometry aligned their reasoning with practical applications, universal know-how, and nonhierarchical democracy. As one contributor inquired, “How is the professional expert better fitted to see more lucidly in dealing with the elements of geometry than any other person of good geometric faculty?”

Slow Criticism: American Literary Studies as a World

AbstractThe authority of art in US society has declined even as cultural criticism has expanded and diversified, spreading to many sectors of society. While these conditions have affected American literary studies, scholars in the field produce criticism that can be distinguished from the criticism in other sectors by its commitment to historicist thought and by disciplinary standards for what it means to produce a “new reading.”

Who Should Learn Proving and Why: An Examination of Secondary Mathematics Teachers’ Perspectives

Reasoning-and-proving is a crucial part of students’ mathematical experiences in secondary school. There is scholarly debate, however, on the extent to which proving at the secondary level needs to be formal and whether all students should be held to disciplinary standards of rigor. In this study, we investigated the notion of “proof for all” from the perspective of secondary mathematics teachers. We analyzed, using the framework of practical rationality, the justifications teachers gave for whether or not all students should learn proof. Based on interviews with twenty-one secondary teachers from a socioeconomically-diverse set of schools, we found that teachers differ in their opinions of who should learn proving but they were similar in their feelings of obligation toward individual student learning; some teachers cited obligations to individual students as a justification for teaching proving to all students and others cited those obligations as a justification for not teaching proving to some students. We also share teachers’ perspective with regard to their obligations to the discipline, educational institutions, interpersonal dynamics among students, and the worldly relevance of mathematics education.

Academic Reform in Fractured Disciplines \u2013 On the Interaction of Bologna, New-Public-Management and the Dynamics of Disciplinary Development

At the intersection of science studies and higher education research, this contribution looks at the way in which the requirements of universities as organizations release development dynamics in academic disciplines and it analyses the interaction between discipline and organization. We will analyse German educational science, bearing in mind it is an example of disciplines that are fractured and consequently have little consensus in terms of fundamental theories and basic concepts. Firstly, we take on a quantitative approach and analyse the changes in degree courses at the structural level and the symbolic boundaries or conceptual distinctions following the transition to the Bachelor and Master system. Secondly, we take a close look at the negotiating processes and practices, as well as at the disciplinary orientations that determine these boundary shifts, using a qualitative approach that focuses on the actors. In group discussions with representatives of the German educational science at different universities it stood out that actors involved in course design are compelled to find an equilibrium between the demands of the discipline and those of the organization, and do so in very different ways. Finally, we discuss the extent to which close interaction between higher education reforms and academic disciplines can be figured out, particularly for disciplines seen as fractured and which do not have consensual common disciplinary standards.

THE APPLICATION OF CONSISTENCY OF TREATMENT IN DISMISSALS FOR MISCONDUCT

Fairness in employment necessitates that the employer apply consistent disciplinary standards in the workplace, so that employees who commit the same or similar disciplinary infraction are treated equally. The Code of Good Practice: Dismissal (in Schedule 8 of the Labour Relations Act 55 of 1995) sets out a range of guidelines to be applied by the employer before a decision to dismiss an employer may be taken. It seeks to protect employees from arbitrary action by the employer in order to achieve a measure of employment justice. Employers must therefore apply the rules of the workplace consistently by effecting discipline against all employees accountable for similar misconduct, and also by applying the same sanction for similar infractions. The principle of consistent treatment of employees is referred to as the “parity principle”. It provides that employees who participate in the same or similar wrongdoing, with no distinguishing factors from one case to another, should be penalized in the same way. The foundation of the principle lies in the notion that similar cases must be treated in a similar fashion. It is based on the principle of reasonableness in that fairness in the workplace requires the application of reasonable rules, and not arbitrary or irrational opinions of the employer. Reasonable rules will reflect generality and equality and invariably lead to legal certainty, and a failure by the employer to apply those standards consistently may lead to a finding that the employer acted unfairly in dismissal disputes. In addition to the requirement of consistency, an employer is required to consider a range of other factors before taking the decision to dismiss an employee. These include the gravity of the misconduct; the nature of the work performed by the employee; the circumstances under which the infraction occurred; and the employee’s personal circumstances which may relate to the previous disciplinary record of the employee; his/her length of service and the employee’s personal circumstances. The consideration of these circumstances often leads to a tension between applying the requirement of consistency on the one hand, and the need to take into account the specific circumstances of the employee and circumstances of the misconduct. This comment explores the different approaches adopted by the courts in determining whether or not inconsistent treatment by the employer justifies a finding that the dismissal of an employee was unfair in view of the obligation to take into account the other factors required in the Code. These issues often arise in circumstances where an employee is dismissed by an employer and claims that the employer acted unfairly because other employees were given less severe sanctions for the same or similar misconduct. In deciding the fairness of the matter, the courts have drawn a distinction between individual misconduct and collective misconduct. Historical inconsistency is generally applied in cases of individual misconduct, whilst contemporaneous inconsistency is applied in circumstances of collective misconduct.

An Analysis of References to Information Literacy in National Disciplinary Standards

This article uses qualitative methods to examine 29 undergraduate disciplinary learning standards and accreditation documents to identify mentions of the phrase information literacy (IL) and references to IL concepts from the Association of College and Research Libraries Framework for Information Literacy for Higher Education. Results show that information literacy appears in very few standards and suggests that the adoption rate of the Framework’s individual frames may be influenced by how each discipline creates and uses information. These findings can be used by librarians to identify common language with disciplinary faculty and to develop learning outcomes closely aligned to disciplinary standards.