Open Science Reform and Social Science Progress

Social science reform focused on research documenting problems of replication and proposed open science practices. The associated debates have drawn attention to the many biases involved in research and to the misaligned professional incentives that perpetuate them. The reform efforts have made considerable progress quickly, in self-understanding and even in changing research practices. Where it has gone too far in emphasizing experimental methodologies for testing of causal hypotheses, reformers and critics alike have promoted procedures that reflect social science diversity and acknowledge the importance of self-conscious exploratory work. In the process, several social science revolutions have made shared progress more likely: middle-range empiricism has risen over grand theory; open and big data has stimulated new work while enabling cross-checking; new causal identification strategies have enabled observational work to speak to experimental concerns; and the rise of team science has forced us to reconcile theoretical perspectives and build on individual strengths.

Cabining Judicial Discretion Over Forensic Evidence with a New Special Relevance Rule

Modern forensic evidence suffers from a number of flaws, including insufficient scientific grounding, exaggerated testimony, lack of uniform best practices, and an inefficacious standard for admission that regularly allows judges to admit scientifically unsound evidence. This Note discusses these problems, lays out the current landscape of forensic science reform, and suggests the addition of a new special relevance rule to the Federal Rules of Evidence (and similar rules in state evidence codes). This proposed rule would cabin judicial discretion to admit non-DNA forensic evidence by barring prosecutorial introduction of such evidence in criminal trials absent a competing defense expert or a high showing of scientific viability.

The Effects of Teachers’ Social and Human Capital on Urban Science Reform Initiatives: Considerations for Professional Development

Background Recent research investigating the conditions under which science teachers can successfully implement science education reforms suggests that focusing only on professional development to improve content knowledge and teaching skills—often referred to as human capital—may not be enough. Increasingly, possessing social capital, defined as capacities acquired through direct and indirect relationships in social networks, has become an important teaching characteristic to develop, however, more empirical research needs to be conducted. Purpose This article details our efforts to examine the relative influence of teachers’ social and human capital on instruction in the science classroom. The following research question guided our analysis: “What is the impact of teachers’ social and human capital on their classroom enactments, and what implications does this have for implementing science reform projects?” Setting This research was conducted in a large urban public school district in the northeast region of the United States. Teachers participated in professional development activities focused on learning about, constructing, and implementing nanoscale content through problem-based and inquiry-based units, integrated with technology applications such as computer simulations. Population The teacher group was comprised of 10 males and 11 females, eight of whom identified as African American and 13 as White. Teaching experience ranged from 1 to 33 years, with a mean of 11.18 years. Data were collected from 545 students in their classes, of whom 52.19% were African American and 65.03% received free or reduced-priced lunch. Students ranged in level between eighth and 12th grade in the subject areas of biology, chemistry, and physical science. Research Design The research design entailed a within group comparison assessing variables that quantified teacher's social and human capital as discreet measures. They were then compared to survey outcomes collected from their students that indicated change in instructional enactments as they were related to the nanoscale units. Data Collection and Analysis A regression analysis was used in the study. Student surveys of perceptions of instructional enactments in two factors—cognitively-rich pedagogies and computer-related technology use–were used as the predicted variables. The social and human capital measures were established from application surveys and year-end interviews of teachers and used as predictor variables. Results With both predictors in the model, only social capital was found to be predictive of teachers’ successful implementation, indicating that social capital was a stronger predictor than human capital. Conclusions The study shows that focusing on the development of a teacher's social capital may be an important feature of professional development activities alongside the development of human capital particularly in urban populations where access to resources is limited.