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.

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.

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.

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 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.

Taking Stock of the Diversity and Sense of Community Debate.

Over the past couple of years, a debate has played out in the pages of the American Journal of Community Psychology concerning the relationship between two of Community Psychology's core values: promoting diversity and promoting a sense of community. This special section is to continue a discussion about diversity and community, both among the debate's initial contributors (Alex Stivala, Greg Townley, and Zachary Neal), as well as among others whose own work has touched on these issues (Anne Brodsky, Richard Florida, Jean Hill, and Roderick Watts). In this essay, I address some broad questions that have emerged through this discussion. First, because much has been written on the relationship between diversity and community, both in community psychology and in other disciplines, what do we know, or at least think we know? Second, since the constructs of diversity and sense of community are complex and multi-faceted, how can definitions get in the way and how can we avoid talking past one another in this discussion? Finally, looking across the original papers that initiated this discussion, as well as the contributions in this special section, what path(s) forward do we have?

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.

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.

Seeing and Being Seen: Predictors of Accurate Perceptions about Classmates' Relationships.

This study examines predictors of observer accuracy (i.e. seeing) and target accuracy (i.e. being seen) in perceptions of classmates' relationships in a predominantly African American sample of 420 second through fourth graders (ages 7 - 11). Girls, children in higher grades, and children in smaller classrooms were more accurate observers. Targets (i.e. pairs of children) were more accurately observed when they occurred in smaller classrooms of higher grades and involved same-sex, high-popularity, and similar-popularity children. Moreover, relationships between pairs of girls were more accurately observed than relationships between pairs of boys. As a set, these findings suggest the importance of both observer and target characteristics for children's accurate perceptions of classroom relationships. Moreover, the substantial variation in observer accuracy and target accuracy has methodological implications for both peer-reported assessments of classroom relationships and the use of stochastic actor-based models to understand peer selection and socialization processes.

Networked Community Change: Understanding Community Systems Change through the Lens of Social Network Analysis.

Addressing complex problems in communities has become a key area of focus in recent years (Kania & Kramer, 2013, Stanford Social Innovation Review). Building on existing approaches to understanding and addressing problems, such as action research, several new approaches have emerged that shift the way communities solve problems (e.g., Burns, 2007, Systemic Action Research; Foth, 2006, Action Research, 4, 205; Kania & Kramer, 2011, Stanford Social Innovation Review, 1, 36). Seeking to bring clarity to the emerging literature on community change strategies, this article identifies the common features of the most widespread community change strategies and explores the conditions under which such strategies have the potential to be effective. We identify and describe five common features among the approaches to change. Then, using an agent-based model, we simulate network-building behavior among stakeholders participating in community change efforts using these approaches. We find that the emergent stakeholder networks are efficient when the processes are implemented under ideal conditions.

Brokering the Research-Practice Gap: A typology.

Despite widespread recognition of a research-practice gap in multiple service sectors, less is known about how pre-existing communication channels facilitate the flow of information between researchers and practitioners. In the current study, we applied an existing typology of brokerage developed by Gould and Fernandez (Sociol Methodol 19:89-126, 1989) to examine what types of brokerage facilitate information spread between researchers and educational practitioners. Specifically, we conducted semi-structured interviews with 19 school administrators and staff in two public school districts regarding their experiences searching for information about instructional, health, and social skills programs. Using deductive content analysis, we found evidence of all five types of brokerage identified by Gould and Fernandez (1989). However, only three types of brokerage-gatekeepers, representatives, and liaisons-were involved in the flow of information between school administrators and researchers. Moreover, information transfer often occurred in longer chains that involved multiple, distinct types of brokerage. We conclude with the broad implications of our findings for narrowing the research-practice gap by improving researchers' dissemination efforts and practitioners' search for information.

I know who my friends are, but do you? Predictors of self-reported and peer-inferred relationships.

Using social network data, this study examines which features of social and spatial proximity predict self-reported, or "real," and peer-reported, or "inferred," relationships among 2,695 pairwise combinations of African American second- through fourth-grade students (aged 7-11). Relationships were more likely to exist, and more likely to be inferred to exist by peers, between pairs of children who were the same sex, sat near one another, shared a positive academic orientation, or shared athletic ability. Sex similarity had a dramatically larger effect on peers' inferences about relationships than on self-reported real relationships, suggesting that children overestimate the importance of gender in their inferences about relationships. Results were stable across different grade levels in middle childhood and for boys and girls.

A network perspective on the processes of empowered organizations.

Organizational empowerment is a multi-faceted concept that involves processes occurring both within and between organizations that facilitate achievement of their goals. This paper takes a closer look at three interorganizational processes that lead to empowered organizations: building alliances, getting the word out, and capturing others' attention. These processes are located within the broader nomological network of empowerment and organizational empowerment, and are linked to particular patterns of interorganizational relationships that facilitate organizations' ability to engage in them. A new network-based measure, γ-centrality, is introduced to capture the particular network structure associated with each process to be assessed. It is demonstrated first in a hypothetical organizational network, then applied to take a closer look at organizational empowerment in the context of a coordinating council composed of human service agencies. The paper concludes with a discussion of the implications of relationships between these processes, and the potential for unintended consequences in the empowerment of organizations.

The (in)compatibility of diversity and sense of community.

Community psychologists are interested in creating contexts that promote both respect for diversity and sense of community. However, recent theoretical and empirical work has uncovered a community-diversity dialectic wherein the contextual conditions that foster respect for diversity often run in opposition to those that foster sense of community. More specifically, within neighborhoods, residential integration provides opportunities for intergroup contact that are necessary to promote respect for diversity but may prevent the formation of dense interpersonal networks that are necessary to promote sense of community. Using agent-based modeling to simulate neighborhoods and neighborhood social network formation, we explore whether the community-diversity dialectic emerges from two principles of relationship formation: homophily and proximity. The model suggests that when people form relationships with similar and nearby others, the contexts that offer opportunities to develop a respect for diversity are different from the contexts that foster a sense of community. Based on these results, we conclude with a discussion of whether it is possible to create neighborhoods that simultaneously foster respect for diversity and sense of community.

Transforming individual civic engagement into community collective efficacy: the role of bonding social capital.

Collective efficacy is defined as residents' perceived collective capacity to take coordinated and interdependent action on issues that affect their lives. This study explored factors associated with neighborhood collective efficacy among residents. Utilizing a national sample of 4,120 urban households provided by Annie E. Casey Foundation's Making Connection Initiative, we investigated the mediating role of residents' perceptions of bonding social capital (i.e. reciprocity, trust, and shared norms) in the association between civic engagement and collective efficacy. Multiple regression analyses revealed that civic engagement and bonding social capital were both directly related to collective efficacy. Additionally, bonding social capital partially mediated the relationship between civic engagement and collective efficacy. Specifically, residents who reported greater levels of civic engagement also reported higher levels of bonding social capital. In turn, residents who reported higher levels of bonding social capital also reported higher levels of neighborhood collective efficacy. We discuss implications of these findings for researchers and practitioners interested in associations of neighborhood collective efficacy.

Is 'distinctiveness centrality' actually distinctive? A comment on Fronzetti Colladon and Naldi (2020).

Distinctiveness centrality, which was proposed in 2020 to identify nodes that are connected to poorly-connected neighbors, is simply a minor variation on two existing centrality measures: beta centrality proposed in 1987, and gamma centrality proposed in 2011. In toy, empirical, and generated networks, I show that these three centrality measures yield identical node rankings under nearly all circumstances. Researchers seeking to identify nodes that are connected to poorly-connected others should not use distinctiveness centrality, and instead should use either beta or gamma centrality because they are more widely-known in the literature, are more flexible, and are computationally simpler. Additionally, researchers should be cautious when proposing new centrality measures, taking care to avoid duplicating measures that already exist.

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.

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).

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.

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).