The influence of network structures of Wikipedia discussion pages on the efficiency of WikiProjects

As a platform for discussion and communication, talk pages play an essential role in Wikipedia to facilitate coordination, sharing of information and knowledge resources among Wikipedians. In this work we explore the influence of network structures of these pages on the efficiency of WikiProjects. Project efficiency is measured as the amount of work done by project members in a quarter. The study uses the comments on WikiProject talk pages to construct communication networks. The structural properties of these networks are studied using ideas from social network theory. We develop three hypotheses about how network structures influence project effectiveness and examine the hypotheses using a longitudinal dataset of 362 WikiProjects. The evaluation suggests that an intermediate level of cohesion with a core of influential users dominating network flow improves effectiveness for a WikiProject, and that greater average membership tenure relates to project efficiency in a positive way. We discuss the implications of this analysis for the future management of WikiProjects.     

Analysing networks of networks

We consider data with multiple observations or reports on a network in the case when these networks themselves are connected through some form of network ties. We could take the example of a cognitive social structure where there is another type of tie connecting the actors that provide the reports; or the study of interpersonal spillover effects from one cultural domain to another facilitated by the social ties. Another example is when the individual semantic structures are represented as semantic networks of a group of actors and connected through these actors’ social ties to constitute knowledge of a social group. How to jointly represent the two types of networks is not trivial as the layers and not the nodes of the layers of the reported networks are coupled through a network on the reports. We propose to transform the different multiple networks using line graphs, where actors are affiliated with ties represented as nodes, and represent the totality of the different types of ties as a multilevel network. This affords studying the associations between the social network and the reports as well as the alignment of the reports to a criterion graph. We illustrate how the procedure can be applied to studying the social construction of knowledge in local flood management groups. Here we use multilevel exponential random graph models but the representation also lends itself to stochastic actor-oriented models, multilevel blockmodels, and any model capable of handling multilevel networks.     

Subject to Evaluation: How Parents Assess and Mobilize Information from Social Networks in School Choice

A rich literature examines how information spreads through social networks to influence life opportunities. However, receiving information does not guarantee its use in decision making. This article analyzes information evaluation as a fundamental component of social network mobilization. The case of school choice, where the value of information may be more uncertain, brings this evaluative dimension to the forefront. Interviews with 55 parents in Boston show how parents selecting schools assess their social network ties as information sources, privileging information from those they perceive to have affinity and authority. These evaluative criteria map onto disparate networks to engender unequal mobilization of this information. The findings illuminate mechanisms sustaining inequality in social network mobilization and reorient scholars to consider processes underlying information use alongside information diffusion to attain a more complete understanding of how network resources are mobilized in action.     

Covariate-defined latent space random effects model

Latent factor models are a useful and intuitive class of models; one limitation is their inability to predict links in a dynamic network. We propose a latent space random effects model with a covariate-defined social space, where the social space is a linear combination of the covariates as estimated by an MCMC algorithm. The model allows for the prediction of links in a network; it also provides an interpretable framework to explain why people connect. We fit the model using the Adolescent Health Network dataset and three simulated networks to illustrate its effectiveness in recognizing patterns in the data.     

Connectedness in a general model for valued networks

Social networks have been closely identified with graph theoretical models, which constitute their most familiar mode of representation. There are a number of such models which may embody symmetric, directed, or valued relationships. But the study of networks with valued linkages, using the natural formalization provided by the valued graph or digraph, has been impeded by a traditional lack of analytical machinery for dealing with valued structures. In this paper, we demonstrate the development and elaboration of formalizations for the central network concepts of reachability, joining, and connectedness through graph theoretical models of increasing complexity, culminating in their expression within a general model for valued structures. This model for valued (symmetric or directed) graphs, or vigraphs, provides a unified representation and matrix methodology for dealing with qualitative and quantitative structures, incorporates many existing methods as special cases, and suggests new applications. Some of the most interesting of these follow the recognition, consistent with the model, that the “values” assigned to network linkages may be sorts of entities other than numbers.     

Beyond composition: What the study of diversity in K12 schools can learn from research in higher education

Several decades of interdisciplinary research have demonstrated the benefits of racially and ethnically integrated K12 schools. However, there is still much we do not know about what happens inside diverse schools that lead to these outcomes. In this article, we argue that the study of diversity in higher education, with its greater focus on internal institutional dynamics and a broader range of outcomes, can help K12 researchers fill in these gaps. However, the framework for studying diversity in higher education cannot be applied to K12 schools without first accounting for developmental and structural differences across students and sectors. To that end, this article summarizes the main components of the framework for studying diversity in the higher education literature—compositional, interactional, and organizational diversity—as well as the broad range of outcomes including not only academic achievement but also skills for lifelong learning and dispositions for citizenship in a multiracial democracy, and suggests how they can be adapted for K12 research. We argue that with this comprehensive but adapted framework, research on K12 education can inform practice and policy by providing more insight into the underlying mechanisms of school diversity and its consequences.     

Social context,spatial structure and social network structure

Frequently, social networks are studied in their own right with analyses devoid of contextual details. Yet contextual features – both social and spatial – can have impacts on the networks formed within them. This idea is explored with five empirical networks representing different contexts and the use of distinct modeling strategies. These strategies include network visualizations, QAP regression, exponential random graph models, blockmodeling and a combination of blockmodels with exponential random graph models within a single framework. We start with two empirical examples of networks inside organizations. The familiar Bank Wiring Room data show that the social organization (social context) and spatial arrangement of the room help account for the social relations formed there. The second example comes from a police academy where two designed arrangements, one social and one spatial, powerfully determine the relational social structures formed by recruits. The next example is an inter-organizational network that emerged as part of a response to a natural disaster where features of the improvised context helped account for the relations that formed between organizations participating in the search and rescue mission. We then consider an anthropological example of signed relations among sub-tribes in the New Guinea highlands where the physical geography is fixed. This is followed by a trading network off the Dalmatian coast where geography and physical conditions matter. Through these examples, we show that context matters by shaping the structure of networks that form and that a variety of network analytic tools can be mobilized to reveal how networks are shaped, in part, by social and spatial contexts. Implications for studying social networks are suggested.     

Social Closure and Educational Attainment

This article examines how network closure among parents affects adolescents’ educational attainment. First, we introduce a distinction between informal closure and school‐based closure. Second, we investigate whether and how the effect of informal and school‐based parental network closure varies across social contexts. Findings from the National Longitudinal Study of Adolescent Health (Add Health) and multilevel models show that parental network closure modestly impacts educational outcomes. Moreover, educational benefits of informal closure in parent networks are contingent on social context. Closure only benefits educational attainment in low‐poverty schools. In high‐poverty schools, informal closure in parent networks lowers educational attainment. The social closure generated in informal connections among parents thereby contributes to the encapsulation of disadvantage in areas of concentrated poverty, which is not the case for school‐based closure.     

The role of Landcare group networks in rural Australia: exploring the contribution of social capital

In this paper, the authors report their qualitative research examining the origins, modus operandi and outcomes of two networks. The concept of social capital explains, at least in part, the apparent success of these networks. The two networks attracted substantial funding, created opportunities for participation and shared learning, carried out extensive on-ground works, improved communication structures, adopted more professional management practices and increased the knowledge of members. The key elements of social capital that were important in achieving these outcomes were trust, norms, expectations of reciprocity and linkages. Empowerment acted as a bridge that linked social capital with other factors contributing to network outcomes. The success of these Landcare networks suggests that top-down government stimulus can be a catalyst for bottom-up community development.     

Neighborhood–Based Models For Social Networks

We argue that social networks can be modeled as the outcome of processes that occur in overlapping local regions of the network, termed local social neighborhoods. Each neighborhood is conceived as a possible site of interaction and corresponds to a subset of possible network ties. In this paper, we discuss hypotheses about the form of these neighborhoods, and we present two new and theoretically plausible ways in which neighborhood–based models for networks can be constructed. In the first, we introduce the notion of a setting structure, a directly hypothesized (or observed) set of exogenous constraints on possible neighborhood forms. In the second, we propose higher–order neighborhoods that are generated, in part, by the outcome of interactive network processes themselves. Applications of both approaches to model construction are presented, and the developments are considered within a general conceptual framework of locale for social networks. We show how assumptions about neighborhoods can be cast within a hierarchy of increasingly complex models; these models represent a progressively greater capacity for network processes to "reach" across a network through long cycles or semipaths. We argue that this class of models holds new promise for the development of empirically plausible models for networks and network–based processes.     

Special Education and the Explanation of Pupil Performance

Among those who study education systems there has been a general concern with schooling outcomes, which has encouraged a focus on the main classroom and general education. This deflects attention from another important issue, the ways that schools understand differences in pupil performance and identify pupils in terms of that understanding. Concern with this issue encourages a focus on educational psychology and special education, where such understandings are developed overtly and such identifications are made explicitly. The purpose of this paper is to present some of the work in the sociology of special education that bears on this neglected issue. It does so by describing three main themes within the field. These are: cultural understandings of ability and disability, the social processes by which children are identified as disabled, and extra-school influences affecting the development and operation of special education.     

A mixed-methods evaluation using effectiveness perception surveys,social network analysis,and county-level health statistics: A pilot study of eight rural Indiana community health coalitions

Community health coalitions (CHCs) are a promising approach for addressing disparities in rural health statistics. However, their effectiveness has been variable, and evaluation methods have been insufficient and inconsistent. Thus, we propose a mixed-methods evaluation framework and discuss pilot study findings. CHCs in our pilot study partnered with Purdue Extension. Extension links communities and land grant universities, providing programming and support for community-engaged research. We conducted social network analysis and effectiveness perception surveys in CHCs in 8 rural Indiana counties during summer 2017 and accessed county-level health statistics from 2015-16. We compared calculated variables (i.e., effectiveness survey k-means clusters, network measures, health status/outcomes) using Pearson’s correlations. CHC members’ positive perceptions of their leadership and functioning correlated with interconnectedness in their partnership networks, while more centralized partnership networks correlated with CHC members reporting problems in their coalitions. CHCs with highly rated leadership and functioning developed in counties with poor infant/maternal health and opioid outcomes. Likewise, CHCs reporting fewer problems for participation developed in counties with poor infant/maternal health, poor opioid outcomes, and more people without healthcare coverage. This pilot study provides a framework for iterative CHC evaluation. As the evidence grows, we will make recommendations for best practices that optimize CHC partnerships to improve local health in rural areas.     

Inclusive design in the implementation of projects for schools modernization in Portugal - case studies

The Project for Schools Modernization taking place in Portugal, with an estimated total investment of 2450 million for the intervention in the first 205 schools, provide the reclassification of 332 secondary schools by 2015. One of the questions we can pose is if the authorities and the teams of architects selected to design these schools considered fundamental for the correctness of architectural barriers within the school and its accessibility the implementation of standards and principles of inclusion of children/teenagers with special needs within their school environment. As most of the projects are already being implemented, the main aim of this paper is to present the outcomes of a comparative analysis and synthesis of six schools located in the northern part of the country. This analysis occurs from the of Participatory Design perspective which appeals to the experience of the disable children to look (or evaluate) the negative and positive factors in terms of physical space, interpreted by inclusive design rules and orientations. Therefore, the evaluation of schools modernization project, and its discussion, is central for the understanding how these children are addressed in projects which are directed at them.     

Rescuing a small village school in the context of rural change in Hungary

The paper discusses local responses to schooling policy in the context of the uneven differentiation and sharp social polarisation of the Hungarian countryside. Counter-urbanisation, on the one hand, has brought affluent urban middle classes to suburban spaces, on the other hand, peripheral areas are becoming impoverished with high unemployment, while there are rural areas where a process of ghettoisation is taking place. Parallel with these processes, rural education has had to face demographic decline and the shrinking ability of municipalities to maintain schools. The case study presented in this article illustrates the cultural and spatial barriers impeding the creation of co-operation in the field of education. Given that the community of the village concerned is remarkably vibrant, with strong intra-community horizontal ties, the concept of social capital is used to explain how bonding and bridging networks as well as “missing links” influence community actions, in this case a school-rescue operation.     

Field trials of a novel toolkit for evaluating 'intangible' values-related dimensions of projects

A novel toolkit has been developed, using an original approach to develop its components, for the purpose of evaluating 'soft' outcomes and processes that have previously been generally considered 'intangible': those which are specifically values based. This represents a step-wise, significant, change in provision for the assessment of values-based achievements that are of absolutely key importance to most civil society organisations (CSOs) and values-based businesses, and fills a known gap in evaluation practice. In this paper, we demonstrate the significance and rigour of the toolkit by presenting an evaluation of it in three diverse scenarios where different CSOs use it to co-evaluate locally relevant outcomes and processes to obtain results which are both meaningful to them and potentially comparable across organisations. A key strength of the toolkit is its original use of a prior generated, peer-elicited 'menu' of values-based indicators which provides a framework for user CSOs to localise. Principles of participatory, process-based and utilisation-focused evaluation are embedded in this toolkit and shown to be critical to its success, achieving high face-validity and wide applicability. The emerging contribution of this next-generation evaluation tool to other fields, such as environmental values, development and environmental sustainable development, shared values, business, education and organisational change is outlined.     

Social network boundaries and tricky to access populations: a qualitative approach

Social network researchers are routinely faced with the boundary specification problem, namely, where to place limits on nodes that constitute a social network. The complexity of the issue varies; some networks are easily delineated, while others are not. For instance, if we were interested in exploring the relations among older people in an elder care home, then ‘residence’ would define actor membership. However, where a network exists with ambiguous, perhaps unstable, outer limits and its population proves tricky to access, significant challenges arise for the researcher. In this article, I consider ‘the boundary specification problem’ as it relates to an amorphous, ‘tricky-to-access’ population of cross-community youth leaders in North Belfast, Northern Ireland. This article will review current strategies and approaches for bounding social networks, assess the applicability of each and provide practical insights and extended ideas around delineating ambiguous, unstable, elusive structures composed of ‘tricky to access’ populations.     

In Need of a Guarantee

SUMMARY: Recent research, together with school inspection reports by the Office for Standards in Education (OFSTED), reveal that many children are given little opportunity to take part in arts activities. The deficiencies found in arts provision in schools are mainly the unintentional effects of local management of schools and the way schools are interpreting the National Curriculum. Linked with these is the low priority that is often given to ensuring children have ready and wide-ranging access to the arts. A new report by the Royal Society of Arts, with support by the Arts Council of England and the Calouste Gulbenkian Foundation, documents the key research findings, explains why the arts are at risk, and recommends ways forward (based on the research) and aimed at all groups with a responsibility for arts education in schools.     

Assessing the Effectiveness of Faith-Based Programs

Abstract

The policy debate over faidibased initiatives has prompted calls for comparative effectiveness research. Drawing examples from an evaluation of California's Community and Faith-based Initiative (CFBI), we illustrate a research strategy that takes local networks as the primary unit of analysis. This approach focuses on understanding the roles different organizations play within local service delivery networks, and on analyzing how local actors coordinate services to affect participant, organization, and system outcomes. The network perspective casts new light on policy options, and suggests that caution is necessary when using administrative data to interpret program effectiveness.     

Conflicts and empowerment – a processual perspective on the development of a partnership

Partnership working involving providers and users of social services is highly valued as a means to inform research and practice, yet its effectiveness is debated. Frameworks for measuring and evaluating partnerships are developed, but still there is a need to shed light on micro-practices to gain insight in how partnerships succeed or fail to reach their goals. The context for this qualitative study is a Norwegian governmental funded program, where one goal was promotion of structures for equal collaboration between social work education, research, social service providers and users. The study investigates one local partnership project and how conflicts influenced processes and outcomes. Conflicts were related to the leadership of the group. With a particular look at users’ participation, the findings indicate how emergence and negotiations of conflicts were related to their empowering processes as the project developed. The study underscores the importance of acknowledging conflicts and how these may be complex and interwoven with empowering processes when users are involved, as well as the need to critically examine issues on leadership. The study supports the importance of ethnographic studies in order to understand how a partnership might deliver, as this approach enables enhanced understanding of micro-practices and internal power dynamics.