Illustrating the importance of edge constraints in backbones of bipartite projections.

Bipartite projections (e.g., event co-attendance) are often used to measure unipartite networks of interest (e.g., social interaction). Backbone extraction models can be useful for reducing the noise inherent in bipartite projections. However, these models typically assume that the bipartite edges (e.g., who attended which event) are unconstrained, which may not be true in practice (e.g., a person cannot attend an event held prior to their birth). We illustrate the importance of correctly modeling such edge constraints when extracting backbones, using both synthetic data that varies the number and type of constraints, and empirical data on children's play groups. We find that failing to impose relevant constraints when the data contain constrained edges can result in the extraction of an inaccurate backbone. Therefore, we recommend that when bipartite data contain constrained edges, backbones be extracted using a model such as the Stochastic Degree Sequence Model with Edge Constraints (SDSM-EC).

Sample, time, and wording effects on estimating the prevalence of childfree adults: Insights from Japan.

Childfree adults neither have nor want children, but estimates of their prevalence vary widely, leading to ambiguity about how common this family status actually is. The goal of this study is to examine the effects of sample composition, time, and question wording on estimates of the prevalence of childfree adults. We pool 83 nationally representative estimates of the prevalence of childfree adults in Japan since 2000 using meta-regression to identify the influence of sex, marital status, year, and survey question. Prevalence estimates are higher when computed from samples of women than men, from samples of singles than married people, from samples collected more recently, and from surveys asking questions about expectations than wants. Most of the variation in estimates of the prevalence of childfree adults can be attributed to differences in sample composition, time, and question wording. Taking these factors into account, we estimate that over 2.5 million Japanese adults age 18-50, or 5.64% of this population, were childfree in 2020.

Prevalence of childfree adults before and after Dobbs v Jackson in Michigan (USA).

Childfree adults are the most common type of non-parent in the United States and are distinguished by their lack of desire to have children. Although there are many reasons one may choose not to have children, recent restrictions on reproductive health care may also contribute to this decision. For example, the United States Supreme Court's decision in Dobbs v. Jackson eliminated a long-standing constitutional protection for abortion access, which reduced patients' medical autonomy and increased the risks of pregnancy and childbirth, and therefore may have led adults to decide not to have children. In this study, we use representative data on Michigan adults immediately before and after the Dobbs decision to examine changes in the prevalence of childfree adults in this population. We find that 21% of Michigan adults were childfree before the Dobbs decision, but this number rose to nearly 26% after the decision. Controlling for demographic characteristics, a Michigan adult was 32.8% more likely to be childfree after the Dobbs decision than before. We conclude that when access to safe reproductive health care is uncertain or unavailable, adults that do not already have children may decide that they do not want children.

Introducing SoNHR-Reporting guidelines for Social Networks In Health Research.

OBJECTIVE: The overall goal of this work is to produce a set of recommendations (SoNHR-Social Networks in Health Research) that will improve the reporting and dissemination of social network concepts, methods, data, and analytic results within health sciences research. METHODS: This study used a modified-Delphi approach for recommendation development consistent with best practices suggested by the EQUATOR health sciences reporting guidelines network. An initial set of 28 reporting recommendations was developed by the author team. A group of 67 (of 147 surveyed) experienced network and health scientists participated in an online feedback survey. They rated the clarity and importance of the individual recommendations, and provided qualitative feedback on the coverage, usability, and dissemination opportunities of the full set of recommendations. After examining the feedback, a final set of 18 recommendations was produced. RESULTS: The final SoNHR reporting guidelines are comprised of 18 recommendations organized within five domains: conceptualization (how study research questions are linked to network conceptions or theories), operationalization (how network science portions of the study are defined and operationalized), data collection & management (how network data are collected and managed), analyses & results (how network results are analyzed, visualized, and reported), and ethics & equity (how network-specific human subjects, equity, and social justice concerns are reported). We also present a set of exemplar published network studies which can be helpful for seeing how to apply the SoNHR recommendations in research papers. Finally, we discuss how different audiences can use these reporting guidelines. CONCLUSIONS: These are the first set of formal reporting recommendations of network methods in the health sciences. Consistent with EQUATOR goals, these network reporting recommendations may in time improve the quality, consistency, and replicability of network science across a wide variety of important health research areas.

Out of bounds? The boundary specification problem for centrality in psychological networks.

The analysis of psychological networks has become common in multiple subfields including clinical, social, and personality psychology, where the focus is often on identifying highly central nodes that represent symptoms, beliefs, or traits. However, the boundaries of these networks are often ambiguous and relevant nodes are often missing from the network. In this article, we use a series of simulations to show that even under typical conditions of missingness, the centrality of nodes in an empirical psychological network are poorly correlated or uncorrelated with their centrality in a hypothetical "true" psychological network, and thus are invalid. We illustrate the implications of this lack of validity using an empirical example drawn from a recent study of political belief system networks, demonstrating that the original study would have drawn incorrect conclusions about American's most central political beliefs. We conclude by recommending that centrality measures should be computed and interpreted only in psychological networks that include (nearly) all the nodes inside a theoretically meaningful boundary. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Neighborhood satisfaction and reproductive status.

Both urban planners and urban scholars have been keenly interested in identifying the characteristics associated with neighborhood satisfaction. One robust but surprising pattern is that the presence or number of children in a household has no effect on neighborhood satisfaction. To clarify this pattern, we measured the neighborhood satisfaction of a representative sample of 1,000 Michigan adults, whom we divided into six distinct reproductive statuses: co-parents, single-parents, empty nesters, not-yet-parents, childless individuals, and childfree individuals. We found that a simple parent vs. non-parent dichotomy hides significant heterogeneity among these groups. Specifically, we found that single parents and childfree individuals experience significantly less neighborhood satisfaction than other groups. We conclude by reflecting on the methodological and practical implications of differences in neighborhood satisfaction when more nuanced reproductive statuses are considered.

Prevalence, age of decision, and interpersonal warmth judgements of childfree adults.

Childfree adults do not want to have children, making them distinct from parents and other adults without children. However, they are difficult to study because they cannot be identified using conventional data on fertility. We use data from a representative sample in the United States to examine the prevalence, age of decision, and interpersonal warmth judgments by and about childfree adults. Our prevalence estimates suggest that childfree adults are quite common, comprising over one-fifth (21.64%) of the population. Our analysis of age-to-decision suggests that most childfree adults reported that they decided they did not want children early in life. Finally, our analysis of interpersonal warmth suggests asymmetric affective polarization among parents and childfree adults driven primarily by parent's ingroup favoritism. We discuss the implications of these findings for our understanding of childfree adults and for future research on this historically overlooked segment of the population.

That'll Move the Chains: Collecting Network Chain Data.

Although most network studies involve the collection of either ego or whole network data, a smaller subset of work has focused on the collection of network chain data. Collecting network chain data involves collecting a path in an unobserved whole network, and can be useful for capturing phenomena like degrees of separation or search processes. In this paper, we draw on past network chain data collection studies and reviews to propose a design framework for network chain data collection. Next, we use this framework to describe the qualitative collection of network chain data from a pilot sample of public school educators, and the quantitative collection of network chain data from a statewide sample of 600 public school principals and superintendents. Drawing on lessons learned from these data collection efforts, we discuss specific data collection strategies for improving the quality of network chain data, reflecting on what worked and what didn't, offering recommendations for future studies involving network chain data collection.

Collecting, modeling, and visualizing network data from educators: A tutorial.

Understanding educators' networks can inform the field of school psychology by offering insight into how the structure of social relationships supports the implementation of school-based programs. However, the difficulties of collecting and modeling network data remain barriers to using network methods in school psychology. To overcome these barriers, we provide a step-by-step tutorial for collecting, modeling, and visualizing network data from educators. We draw on an example from a study designed to understand advice networks among middle and high school educators involved in implementing a system-level intervention to prevent school dropout. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

What is research? Educators' conceptions and alignment with United States federal policies.

This study draws on two communities theory to address two major research questions related conceptions of research in educational practice and policy. First, how do educators conceptualize research? Second, to what extent do educators' conceptions of research align with recent U.S. federal educational policies? We conducted 90 semi-structured interviews with educators in the United States, asking them what comes to mind when they think of research. We used open, axial, and selective coding to characterize educators' conceptions of research. We also compared educators' conceptions of research to two U.S. federal educational policies that define scientifically based research and evidence-based interventions. Findings indicate that educators and policies defined research in similar ways, but each included some unique characteristics. Implications from the study include the need for increased communication between federal policy-makers and educators and improved reporting by researchers to better attend to the needs of educators and policymakers.

The BOND Framework: A Practical Application of Visual Communication Design and Marketing to Advance Evaluation Reporting.

Despite growing interest in data visualization and graphically aided reporting, the evaluation literature could benefit from additional guidance on systematically integrating visual communication design and marketing into comprehensive communication strategies to improve data dissemination. This article describes the role of targeted communication strategies-based on visual communications, design, and marketing theory-in producing more effective reports. In evaluation practice, well-synthesized and translated reports often require the integration of data from multiple sources, methods, and/or time points to communicate complex findings in ways that elicit productive responses. Visual communication strategies, such as project branding or designing actionable tools with marketing principles in mind, can be applied to optimize effective reporting of complex evaluation findings. This article references a longitudinal, mixed-method evaluation of public school administrators in Michigan to illustrate the application of a systematic communication design framework to produce several graphically aided project materials and subsequent findings reports.

Just Google it: Measuring schools' use of research evidence with internet search results.

Measuring the use of research evidence (URE) by schools has become a central of education researchers. However, it has proven challenging due to low response rates, social desirability bias, and costly or time consuming data collection methods. To overcome these challenges and meet the needs of research focused on URE, this paper introduces a non-reactive archival measure: Archival Search of Use of Research Evidence (ASURE). ASURE counts references to research or evidence on a school's or school district's website to capture the extent of its rhetorical use of research evidence. After illustrating the collection of ASURE in all public school districts in Michigan (N = 595), we use data on these districts to show that ASURE is reliable and valid, and thus offers a promising new strategy for measuring URE in schools. We conclude by considering future steps for exploring ASURE not simply as a measure of URE in schools, but instead as a measurement strategy for assessing URE in a broad range of organizational contexts.

Implementation capital: merging frameworks of implementation outcomes and social capital to support the use of evidence-based practices.

BACKGROUND: Although there is growing recognition that the implementation of evidence-based practices is a social process, the conceptualization of social capital in implementation frameworks often conflates bonding and bridging social capital. This conflation makes it difficult to concretely operationalize social capital and limits the concept's utility for explaining implementation outcomes. DISCUSSION: We propose a new framework of implementation capital that merges an existing conceptual framework of implementation outcomes with an existing operational framework of social capital. First, we review a conceptual framework of implementation outcomes, which includes the acceptability, appropriateness, adoption, feasibility, fidelity, cost, penetration, and sustainability of evidence-based practices. Second, we describe an operational framework of social capital that grounds bonding and bridging social capital in the structure of implementers' social networks. Third, we bring these two frameworks together to create a merged framework of implementation capital that shows how specific aspects of social capital can support specific implementation outcomes. Implementation outcomes of acceptability, appropriateness, and adoption are linked to bonding social capital through mechanisms of trust and norm enforcement, while outcomes of feasibility and fidelity are linked to bridging social capital through mechanisms of increased access to information and resources. Additionally, setting-level implementation outcomes of cost, penetration, and sustainability are associated with small worldliness at the setting level, which simultaneously optimizes both bonding and bridging social capital in a setting. CONCLUSION: The implementation capital framework is helpful because it separates two distinct forms of social capital-bonding and bridging-that are often conflated in the implementation literature, and offers concrete ways to operationalize them by examining the structure of implementers' social networks and the networks of their settings. This framework offers specific guidance about how individual and setting networks might be shifted to support implementation outcomes.

Multiple Audiences for Encouraging Research Use: Uncovering a Typology of Educators.

PURPOSE: We apply diffusion of innovations theory to examine two key research questions designed to inform efforts to improve the research-practice gap in education: (1) Are there distinct types of educators that differ in their prioritization of the compatibility, observability, complexity, relative advantage, and trialability of research? and (2) Are educators' roles or context associated with their categorization in this typology? RESEARCH METHODS: Using semi-structured interview data in two Michigan counties from intermediate school district staff (N=24), district central office staff (N=18), principals (N=22), and school building staff (N=23), we first used directed content analysis to code for mentions of compatibility, observability, complexity, relative advantage, and trialability. Next, using the coded data, we conducted a hierarchical agglomerative cluster analysis and follow-up cross-tabulations to assess whether cluster memberships were associated with educators' roles or county context. FINDINGS: Educators in our sample could be categorized in one of five clusters distinguished primarily by different patterns of prioritization of the compatibility, observability, and complexity of research. Membership in these clusters did not vary by role but did vary by county, suggesting the importance of context for educators' perceptions of research. IMPLICATIONS FOR RESEARCH AND PRACTICE: These findings suggest that narrowing the research-practice gap in education will require attending to multiple audiences of educators with distinct priorities that guide their perceptions and use of educational research and evidence-based practices.

What Types of Brokerage Bridge the Research-Practice Gap? The Case of Public School Educators.

The presence of a research-practice gap is recognized across multiple fields including education, psychology, and public health. In this paper, we examine which of five structural types of brokerage are most and least effective in bridging this research-practice gap in the context of education. Using a small world survey design, we tracked how a statewide random sample of 247 K-12 principals and superintendents in Michigan seek information about social skills programs from brokering individuals and organizations. We find that some triadic brokerage structures are more effective than others in closing the communication gap between practitioners and researchers. Specifically, educators relying on itinerant brokerage, which circulates information between members of the same community, were five times less likely to obtain information from a researcher. In contrast, educators relying on representative or liaison brokerage, which facilitate information transfer between members of different communities, were more than twice as likely to obtain information from a researcher. We conclude by discussing implications for the development of interventions designed to facilitate information sharing between practitioners and researchers.

Approaches to measuring use of research evidence in K-12 Settings: A systematic review.

An increased focus on the use of research evidence (URE) in K-12 education has led to a proliferation of instruments measuring URE in K-12 education settings. However, to date, there has been no review of these measures to inform education researchers' assessment of URE. Here, we systematically review published quantitative measurement instruments in K-12 education. Findings suggest that instruments broadly assess user characteristics, environmental characteristics, and implementation and practices. In reviewing instrument quality, we found that studies infrequently report reliability, validity, and demographics about the instruments they develop or use. Future work evaluating and developing instruments should explore environmental characteristics that affect URE, generate items that match up with URE theory, and follow standards for establishing instrument reliability and validity.

What Makes Research Useful for Public School Educators?

In this study, we explored the extent to which educators discuss and prioritize Rogers' (Diffusion of innovations, The Free Press: New York, 1995) five attributes of innovations-relative advantage, compatibility, complexity, observability, and trialability-in the context of research use. Using a directed content analysis of 54 semi-structured interviews and exemplar quotes, we describe how educators mentioned compatibility most frequently, but also commonly invoked observability and complexity in their discussions of research use. Our results also revealed key differences between educators in executive and non-executive roles. We discuss the implications of our findings for closing the research-practice gap in school-based mental health services and psychosocial interventions.

We didn't say that: Challenges in the Public Dissemination of a Research Finding with Controversial Implications.

In the March 2014 issue of American Journal of Community Psychology, we published an article that examined the tension between two core values in the field of community psychology: promoting contextual conditions that foster respect for diversity and promoting contextual conditions that foster sense of community. We concluded that processes of social network formation could help explain why diversity and sense of community are seemingly incompatible goals. The study's findings initially disseminated through the usual academic channels, and later through mainstream media outlets. However, they also eventually appeared on blogs and discussion forums devoted to white nationalism. The findings were viewed there as having demonstrated the evils of diversity, and thus having vindicated the white nationalist agenda. As a result, we were forced to consider whether and how to set the record straight. In this first-person narrative, we describe our study's journey from AJCP to white nationalist blogs, discussing how we ultimately responded to the situation, and concluding with some lessons learned.

Network Analysis in Community Psychology: Looking Back, Looking Forward.

Network analysis holds promise for community psychology given the field's aim to understand the interplay between individuals and their social contexts. Indeed, because network analysis focuses explicitly on patterns of relationships between actors, its theories and methods are inherently extra-individual in nature and particularly well suited to characterizing social contexts. But, to what extent has community psychology taken advantage of this network analysis as a tool for capturing context? To answer these questions, this study provides a review of the use network analysis in articles published in American Journal of Community Psychology. Looking back, we describe and summarize the ways that network analysis has been employed in community psychology research to understand the range of ways community psychologists have found the technique helpful. Looking forward and paying particular attention to analytic issues identified in past applications, we provide some recommendations drawn from the network analysis literature to facilitate future applications of network analysis in community psychology.