Suchergebnisse

What do course trajectories look like? Do career paths intersect? Do courses assume distinct roles in educational careers? What factors lead students to adopt various curricular moves? This article addresses these questions by examining the structure and dynamics of participant flows across courses in two high school math curricula. Drawing on Markov models and network analytic methods, it examines the length, rate of progression, volume, and direction of multiple trajectories in math and identifies certain courses as important career turning points. The findings suggest that schools can design a variety of mobility systems by altering course offerings, prerequisites, and grading policies. Analyses of individual curricular moves show that nonsanctioned moves, such as leaving school, are guided by students' background characteristics, while sanctioned moves, such as course transitions, are guided primarily by structural constraints and adaptations to signals about classroom performance.

Using a longitudinal dataset of research collaborations over 15 years at Stanford University, we build a theory of intraorganizational task relationships that distinguishes the different factors associated with the formation and persistence of network ties. We highlight six factors: shared organizational foci, shared traits and interests, tie advantages from popularity, tie reinforcement from third parties, tie strength and multiplexity, and the instrumental returns from the products of ties. Findings suggest that ties form when unfamiliar people identify desirable and matching traits in potential partners. By contrast, ties persist when familiar people reflect on the quality of their relationship and shared experiences. The former calls for shallow, short-term strategies for assessing a broad array of potential ties; the latter calls for long-term strategies and substantive assessments of a relationship's worth so as to draw extended rewards from the association. This suggests that organizational activities geared toward sustaining persistent intraorganizational task relationships need to be different from activities aimed at forging new ones.

This article contends that the problem of classroom order rests less in the roles and compositions of classrooms than in the multidimensional nature of their social situations. Classroom order arises from the dynamic relationship between distinct situational requirements: the coordination of interaction into institutionalized patterns (routine) and the validation of participants' identities (ritual). Utilizing a unique data set of more than 800,000 turns of talk from 601 high school classrooms, the authors develop metrics for measuring the longitudinal accomplishment of routine (interactional stability) and ritual (interactional concord) and present two sets of analyses. The first analyses identify the antecedents to stability and concord, and the second examine how stability and concord shape the experiences and attitudes of classroom participants. Results indicate that activities and discourse combine to fulfill the requirements of ritual and routine in different ways, often meeting one at the expense of the other, and that the accomplishment of stability and concord has positive returns to classroom experiences, but in different ways for teachers and students.

Prior work has proposed different theoretical mechanisms to explain students' course-taking patterns in schools. On the one hand, there are oversocialized accounts that claim that rules, social background factors, and supply-side factors shape observed career patterns. On the other hand, there are undersocialized accounts that claim that the decisions of strategic agents and demand-side dynamics shape course-taking careers. In this article, the authors use simulations to illustrate how these theoretical mechanisms can generate course-taking patterns. Grounding the simulations in empirical data on the mathematics course taking of students in two high schools, they assess the relative merits of these competing theories by testing how closely observed and predicted career patterns align. The results reveal that the characteristics of students and the organizational rules and requirements of course-taking career systems render certain allocation mechanisms more salient than others. In particular, highly competitive and structurally constrained systems are shaped by supply dynamics, while less regulated systems of diverse populations are shaped by agent-based decision making.

In this paper we interrelate different theories of identity and describe how various social contexts and cognitive motives influence the process of identity change. We consider two competing theories about the linkage of contexts with motives for identity change: the effect of category traits, based on social identity theory, and the effect of social networks, based on identity theory. To explore these relations, we use data collected on more than 6,000 adolescents at six high schools in two consecutive school years. Multilevel logit models reveal a strong relationship between contexts and perceived identity imbalances, and a strong effect of identity imbalance on identity change. More important than category traits are the social network characteristics of prominence, homogeneity, and bridging; these form social contexts that affect perceptions of identity imbalance, and the perceptions in turn lead to a heightened incidence of identity change.

Intro -- Preface to the SocInfo 2014 Proceedings -- Organization -- Contents -- City Labs -- City Labs - Introduction -- FlowSampler: Visual Analysis of Urban Flows in Geolocated Social Media Data -- 1 Introduction -- 2 Data -- 3 Related Work -- 4 Design -- 4.1 Data Transformation -- 4.2 Interface Components -- 5 Use Cases -- 5.1 Investigating Daily Routine in Trip Making Behaviour -- 5.2 Investigating Exceptional Trip Making Behaviour -- 6 Limitations, Uncertainty and Bias -- 7 Future Work -- References -- Policing Engagement via Social Media -- 1 Introduction -- 2 Related Work -- 3 Engagement Analysis -- 3.1 Expressing Engagement in Twitter -- 3.2 Machine Learning Analysis -- 3.3 Semantic Analysis -- 4 Discussions and Conclusions -- References -- Digital Social Media to Enhance the Public Realm in Historic Cities -- 1 Introduction -- 2 Relevant Works -- 3 Urbino: Why It Could Be Assumed as a Case Study -- 4 Data Mining Processes to Trace the Public Life of an Italian Historic City Center -- 5 A Strategy to Enhance the Public Life of Historic City Centers -- 6 Conclusion -- References -- Privacy Preserving Energy Management -- 1 Introduction -- 2 Analysis -- 2.1 Are Energy Logs Personal Data? -- 2.2 EMS User Groups and Their Access Rights -- 2.3 Design Strategies for Privacy by Design vs. Energy Control -- 3 Background -- 3.1 (Hardware) Virtualization -- 3.2 Attribute Based Encryption -- 4 Approach -- 4.1 Abstract EMS Architecture -- 4.2 Limitations of Privacy Enhancing Services -- 4.3 Logically Distributed EMS Based on CP-ABE and Virtualization -- 5 Evaluation and Discussion -- 6 Related Work -- 7 Conclusion and Future Work -- References -- DaTactic, Data with Tactics: Description and Evaluation of a New Format of Online Campaigning for NGOs -- 1 Introduction -- 2 DaTactic: Data with Tactics.

Intro -- Preface -- Organization -- Table of Contents -- Networks, Communities, and Crowds -- On Joint Modeling of Topical Communities and Personal Interest in Microblogs -- 1 Introduction -- 2 Related Work -- 2.1 Topic Analysis -- 2.2 Community Analysis -- 3 Topical Community and Personal Interest Model -- 3.1 Assumptions -- 3.2 Generative Process -- 3.3 Model Learning -- 3.4 Sparsity Regularization -- 4 Experimental Evaluation -- 4.1 Datasets -- 4.2 Evaluation Metrics -- 4.3 Performance Comparison -- 4.4 Background Topics and Topical Communities Analysis -- 5 Conclusion -- References -- Bridging Social Network Analysis and Judgment Aggregation -- 1 Introduction -- 2 Related Work -- 3 Judgment Aggregation -- 3.1 Basic Definitions -- 3.2 The Average Voter Rule -- 4 Social Network Analysis -- 5 TowardsaSocialNetwork -- 5.1 Matrix Translation -- 5.2 Relational Graphs -- 6 Theoretical Analysis -- 7 Empirical Analysis -- 7.1 Varying the Tuning Parameter -- 7.2 Experimental Setup -- 7.3 Results and Analysis -- 8 Simplifying the Social Network -- 9 Conclusions and Future Work -- References -- A Appendix: Proofs -- Friend Grouping Algorithms for Online Social Networks: Preference, Bias, and Implications -- 1 Introduction -- 2 Literature Review -- 3 Clustering Algorithms -- 4 Method -- 4.1 The Pre-interview -- 4.2 Facebook Grouping Application Use -- 4.3 The Post Interview -- 5 Evaluation -- 5.1 Evaluating Groups and Algorithms -- 5.2 Automation Bias -- 5.3 Exploring Group Dynamics without Ground Truth -- 6 Discussion -- 7 Conclusion -- References -- Appendix: Post-interview Questions -- The Influence of Indirect Ties on Social Network Dynamics -- 1 Introduction -- 2 Related Work -- 3 Datasets -- 4 Predicting Link Formation -- 4.1 Methodology -- 4.2 Experimental Results -- 5 Timing of Link Formation -- 5.1 Methodology -- 5.2 Experimental Results.

Do the voluntary activities of youth increase political engagement in adulthood? Political participation is typically characterized by inertia: reproduced within families, highly correlated with social class, and largely stable after the onset of adulthood. This research illustrates an element of political socialization that occurs just before the transition into full citizenship, that mimics adult civic life, and that can be available regardless of family advantage. The authors use two longitudinal national datasets to identify the kinds of voluntary associations that encourage members to be more politically active later in life. They find that general involvement in extracurricular activities is important, but that in particular, involvement in youth voluntary associations concerning community service, representation, speaking in public forums, and generating a communal identity most encourage future political participation. The authors find these effects net of self-selection and causal factors traditionally characterized in political socialization research. The influence of youth voluntary associations on future political activity is nontrivial and has implications for both democratic education and election outcomes.

This paper draws attention to a new dimension of organization, the semiformal organization, and it reveals how the allocation of different membership forms can render knowledge-intensive organizations more flexible and exploratory in their knowledge creation efforts without sacrificing the functions stably enacted via the formal organization. Most knowledge-intensive organizations seek to create new spaces for collaborations through formally prescribed departments and divisions or through serendipitous, emergent, informal associations (i.e., the formal and informal organization). However, organizations also strategically manage what we call the "semiformal organization" to guide the creation of new work relations and encourage innovation. These secondary memberships are organizationally sponsored and directly related to the organizations' core research functions, but they are voluntarily joined. As such, they are distinct from formal and informal memberships. On the basis of extensive longitudinal analyses of research initiatives at Stanford University, we find that the semiformal organization provides a compelling channel through which organizations can shape employees' collaborations and overall productivity.