Faculty and Staff

Stone-tipped weapons were a significant innovation for Middle Pleistocene hominins. Hafted hunting technology represents the development of new cognitive and social learning mechanisms within the genus Homo, and may have provided a foraging advantage over simpler forms of hunting technology, such as a sharpened wooden spear. However, the nature of this foraging advantage has not been confirmed. Experimental studies and ethnographic reports provide conflicting results regarding the relative importance of the functional, economic, and social roles of hafted hunting technology. The controlled experiment reported here was designed to test the functional hypothesis for stone-tipped weapons using spears and ballistics gelatin. It differs from previous investigations of this type because it includes a quantitative analysis of wound track profiles and focuses specifically on hand-delivered spear technology. Our results do not support the hypothesis that tipped spears penetrate deeper than untipped spears. However, tipped spears create a significantly larger inner wound cavity that widens distally. This inner wound cavity is analogous to the permanent wound cavity in ballistics research, which is considered the key variable affecting the relative ‘stopping power’ or ‘killing power’ of a penetrating weapon. Tipped spears conferred a functional advantage to Middle Pleistocene hominins, potentially affecting the frequency and regularity of hunting success with important implications for human adaptation and life history.

This paper presents a Bayesian framework for evaluative classification. Current education policy debates center on arguments about whether and how to use student test score data in school and personnel evaluation. Proponents of such use argue that refusing to use data violates both the public’s need to hold schools accountable when they use taxpayer dollars and students’ right to educational opportunities. Opponents of formulaic use of test-score data argue that most standardized test data is susceptible to fatal technical flaws, is a partial picture of student achievement, and leads to behavior that corrupts the measures.

A Bayesian perspective on summative ordinal classification is a possible framework for combining quantitative outcome data for students with the qualitative types of evaluation that critics of high-stakes testing advocate. This paper describes the key characteristics of a Bayesian perspective on classification, describes a method to translate a naïve Bayesian classifier into a point-based system for evaluation, and draws conclusions from the comparison on the construction of algorithmic (including point-based) systems that could capture the political and practical benefits of a Bayesian approach. The most important practical conclusion is that point-based systems with fixed components and weights cannot capture the dynamic and political benefits of a reciprocal relationship between professional judgment and quantitative student outcome data.

This is a brief text intended for use in undergraduate school-and-society classes. Your class may also be titled “Social foundations of education.” “Social foundations of education” is an interdisciplinary field that includes both humanities and social-science perspectives on schooling. It thus includes study of the philosophy and history of education as well as sociological, economic, anthropological, and political perspectives on schooling.

The core of most social foundations classes lies in the relationship between formal schooling and broader society. This emphasis means that while some parts of psychology may be related to the core issues of social foundations classes—primarily social psychology—the questions that are asked within a social-foundations class are different from the questions raised in child development, educational psychology, and most teaching-methods classes. For example, after finishing the first chapter of this text, you should be able to answer the question, “Why does the federal government pay public schools to feed poor students at breakfast and lunch?” Though there is some psychology research tying nutrition to behavior and learning, the policy is based on much broader expectations of schools. In this case, “Children learn better if they are well-fed” both is based on research and also is an incomplete answer.

The current debate over graduate rate calculations and results has glossed over the relationship between student migration and the accuracy of various graduation rates proposed over the past five years. Three general grade-based graduation rates have been proposed recently, and each has a parallel version that includes an adjustment for migration, whether international, internal to the U.S., or between different school sectors. All of the adjustment factors have a similar form, allowing simulation of estimates from real data, assuming different unmeasured net migration rates. In addition, a new age-based graduation rate, based on mathematical demography, allows the simulation of estimates on a parallel basis using data from Virginia's public schools.

Both the direct analysis and simulation demonstrate that graduation rates can only be useful with accurate information about student migration. A discussion of Florida's experiences with longitudinal cohort graduation rates highlights some of the difficulties with the current status of the oldest state databases and the need for both technical confidence and definitional clarity. Meeting the No Child Left Behind mandates for school-level graduation rates requires confirmation of transfers and an audit of any state system for accuracy, and basing graduation rates on age would be a significant improvement over rates calculated using grade-based data.

The spread of academic testing for accountability purposes in multiple countries has obscured at least two historical purposes of academic testing: community ritual and management of the social structure. Testing for accountability is very different from the purpose of academic challenges one can identify in community “examinations” in 19th century North America, or exams’ controlling access to the civil service in Imperial China. Rather than testing for ritual or access to mobility, the modern uses of testing are much closer to the state-building project of a tax census, such as the Domesday Book of medieval Britain after the Norman Invasion, the social engineering projects described in James Scott's Seeing like a State (1998), or the “mapping the world” project that David Nye described in America as Second Creation (2004). This paper will explore both the instrumental and cultural differences among testing as ritual, testing as mobility control, and testing as state-building.

One way to view ‘equitable pedagogy’ is through an opportunity to learn (OTL) lens, meaning that regardless of race, class, or culture, a student has access to rigorous and meaningful content, as well as appropriate resources and instruction necessary to learn and demonstrate understanding of that content. Assessment holds a unique position in the classroom in that it can both uncover whether inequitable conditions exist (i.e., performance gaps, denied OTL) and provide an OTL by mediating communication between teacher and students regarding learning progress and what is important to learn. Nevertheless, individuals entering teacher education programs often hold deficit views toward marginalized students, such as Language Minorities (LMs), believe that assessment strictly serves to evaluate learning, and do not do consider how language and culture influence student thinking–views supplanting assessment’s role at supporting an equitable pedagogy for LMs. Through surveys, interviews, program artifacts, and classroom observation, I report on a case study of one pre-service physics teacher, Dean, to depict how his expertise at assessing science did evolve throughout his yearlong teacher education program in terms of (a) becoming more knowledgeable of the role of language and (b) developing a belief in incorporating ‘discourse’ while assessing science. Within the case study, I analyze one particular episode from Dean’s teaching practicum to highlight remaining challenges for pre-service teachers to integrate science and language in classroom assessment—namely, interpreting students’ use of language along with their understanding of core science ideas. The findings underscore the need for connecting language and equity issues to content-area assessment in teacher preparation.

The Middle Stone Age (MSA) is associated with early evidence for symbolic material culture and complex technological innovations. However, one of the most visible aspects of MSA technologies are unretouched triangular stone points that appear in the archaeological record as early as 500,000 years ago in Africa and persist throughout the MSA. How these tools were being used and discarded across a changing Pleistocene landscape can provide insight into how MSA populations prioritized technological and foraging decisions. Creating inferential links between experimental and archaeological tool use helps to establish prehistoric tool function, but is complicated by the overlaying of post-depositional damage onto behaviorally worn tools. Taphonomic damage patterning can provide insight into site formation history, but may preclude behavioral interpretations of tool function. Here, multiple experimental processes that form edge damage on unretouched lithic points from taphonomic and behavioral processes are presented. These provide experimental distributions of wear on tool edges from known processes that are then quantitatively compared to the archaeological patterning of stone point edge damage from three MSA lithic assemblages—Kathu Pan 1, Pinnacle Point Cave 13B, and Die Kelders Cave 1. By using a model-fitting approach, the results presented here provide evidence for variable MSA behavioral strategies of stone point utilization on the landscape consistent with armature tips at KP1, and cutting tools at PP13B and DK1, as well as damage contributions from post-depositional sources across assemblages. This study provides a method with which landscape-scale questions of early modern human tool-use and site-use can be addressed.

We formulate an in silico model of pathogen avoidance mechanism and investigate its impact on defensive behavioural measures (e.g., spontaneous social exclusions and distancing, crowd avoidance and voluntary vaccination adaptation). In particular, we use SIR(B)S (e.g., susceptible-infected-recovered with additional behavioural component) model to investigate the impact of homo-psychologicus aspects of epidemics. We focus on reactionary behavioural changes, which apply to both social distancing and voluntary vaccination participations. Our analyses reveal complex relationships between spontaneous and uncoordinated behavioural changes, the emergence of its contagion properties, and mitigation of infectious diseases. We find that the presence of effective behavioural changes can impede the persistence of disease. Furthermore, it was found that under perfect effective behavioural change, there are three regions in the response factor (e.g., imitation and/or reactionary) and behavioural scale factor (e.g., global/local) factors ρ–α behavioural space. Mainly, (1) disease is always endemic even in the presence of behavioural change, (2) behavioural-prevalence plasticity is observed and disease can sometimes be eradication, and (3) elimination of endemic disease under permanence of permanent behavioural change is achieved. These results suggest that preventive behavioural changes (e.g., non-pharmaceutical prophylactic measures, social distancing and exclusion, crowd avoidance) are influenced by individual differences in perception of risks and are a salient feature of epidemics. Additionally, these findings indicates that care needs to be taken when considering the effect of adaptive behavioural change in predicting the course of epidemics, and as well as the interpretation and development of the public health measures that account for spontaneous behavioural changes.