Matching Items (5)
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- All Subjects: Evaluation
- All Subjects: Exploratory spatial data analysis
- Genre: Academic theses
- Creators: Anselin, Luc
- Creators: Amrein-Beardsley, Audrey
- Creators: Cunningham, Alexa Renee
- Status: Published
Description
Regional differences of inventive activity and economic growth are important in economic geography. These differences are generally explained by the theory of localized knowledge spillovers, which argues that geographical proximity among economic actors fosters invention and innovation. However, knowledge production involves an increasing number of actors connecting to non-local partners. The space of knowledge flows is not tightly bounded in a given territory, but functions as a network-based system where knowledge flows circulate around alignments of actors in different and distant places. The purpose of this dissertation is to understand the dynamics of network aspects of knowledge flows in American biotechnology. The first research task assesses both spatial and network-based dependencies of biotechnology co-invention across 150 large U.S. metropolitan areas over four decades (1979, 1989, 1999, and 2009). An integrated methodology including both spatial and social network analyses are explicitly applied and compared. Results show that the network-based proximity better defines the U.S. biotechnology co-invention urban system in recent years. Co-patenting relationships of major biotechnology centers has demonstrated national and regional association since the 1990s. Associations retain features of spatial proximity especially in some Midwestern and Northeastern cities, but these are no longer the strongest features affecting co-inventive links. The second research task examines how biotechnology knowledge flows circulate over space by focusing on the structural properties of intermetropolitan co-invention networks. All analyses in this task are conducted using social network analysis. Evidence shows that the architecture of the U.S. co-invention networks reveals a trend toward more organized structures and less fragmentation over the four years of analysis. Metropolitan areas are increasingly interconnected into a large web of networked environment. Knowledge flows are less likely to be controlled by a small number of intermediaries. San Francisco, New York, Boston, and San Diego monopolize the central positions of the intermetropolitan co-invention network as major American biotechnology concentrations. The overall network-based system comes close to a relational core/periphery structure where core metropolitan areas are strongly connected to one another and to some peripheral areas. Peripheral metropolitan areas are loosely connected or even disconnected with each other. This dissertation provides empirical evidence to support the argument that technological collaboration reveals a network-based system associated with different or even distant geographical places, which is somewhat different from the conventional theory of localized knowledge spillovers that once dominated understanding of the role of geography in technological advance.
ContributorsLee, Der-Shiuan (Author) / Ó Huallacháin, Breandán (Thesis advisor) / Anselin, Luc (Committee member) / Kuby, Michael (Committee member) / Lobo, Jose (Committee member) / Arizona State University (Publisher)
Created2011
Description
Choropleth maps are a common form of online cartographic visualization. They reveal patterns in spatial distributions of a variable by associating colors with data values measured at areal units. Although this capability of pattern revelation has popularized the use of choropleth maps, existing methods for their online delivery are limited in supporting dynamic map generation from large areal data. This limitation has become increasingly problematic in online choropleth mapping as access to small area statistics, such as high-resolution census data and real-time aggregates of geospatial data streams, has never been easier due to advances in geospatial web technologies. The current literature shows that the challenge of large areal data can be mitigated through tiled maps where pre-processed map data are hierarchically partitioned into tiny rectangular images or map chunks for efficient data transmission. Various approaches have emerged lately to enable this tile-based choropleth mapping, yet little empirical evidence exists on their ability to handle spatial data with large numbers of areal units, thus complicating technical decision making in the development of online choropleth mapping applications. To fill this knowledge gap, this dissertation study conducts a scalability evaluation of three tile-based methods discussed in the literature: raster, scalable vector graphics (SVG), and HTML5 Canvas. For the evaluation, the study develops two test applications, generates map tiles from five different boundaries of the United States, and measures the response times of the applications under multiple test operations. While specific to the experimental setups of the study, the evaluation results show that the raster method scales better across various types of user interaction than the other methods. Empirical evidence also points to the superior scalability of Canvas to SVG in dynamic rendering of vector tiles, but not necessarily for partial updates of the tiles. These findings indicate that the raster method is better suited for dynamic choropleth rendering from large areal data, while Canvas would be more suitable than SVG when such rendering frequently involves complete updates of vector shapes.
ContributorsHwang, Myunghwa (Author) / Anselin, Luc (Thesis advisor) / Rey, Sergio J. (Committee member) / Wentz, Elizabeth (Committee member) / Arizona State University (Publisher)
Created2013
Description
With changes in federal legislation and the proposed reauthorization of The Elementary and Secondary Education Act, school administrators are held to high standards in an attempt to improve achievement for all students. They no longer just manage their schools but must now be instructional leaders charged with observing and conferencing with teachers, leading professional development aligned to data, and measuring results. Classroom walkthroughs have become a way of assisting with these tasks while supporting the mission of each school. The purpose of this research was to describe how walkthroughs operate in practice and how they were experienced by school administration, teacher leaders, and teachers at two schools within the same suburban district. Interviews illustrated that experiences were varied using the classroom walkthrough protocol. Continued professional development needed to occur with administrators and teachers. Participants shared their thoughts on implementation and usage, as well as made recommendations to schools and/or districts considering implementing classroom walkthroughs. Results also indicated a great deal of attention paid to the collection of data within the schools but there was less consensus on the analysis and use of the collected data. There was also confusion with teachers as to the vision, purpose, and goals of using classroom walkthroughs. Changes in leadership during the five years since implementation and young administrators, who were relatively new in their positions, helped shape school experiences. Recommendations to schools and/or districts considering implementation focused on support from the district office, a need for help with data collection and analysis, and a clear vision for the use of the protocol. Interviewees mentioned it would benefit districts and schools to develop a shared vocabulary for instructional engagement, alignment, and rigor, as well as a focus for professional development. They also shared the view that calibration conferences and conversations, centered on instruction, provided a focus for teaching and learning within a school and/or district.
ContributorsCunningham, Alexa Renee (Author) / Danzig, Arnold (Thesis advisor) / Harris, Connie (Committee member) / Hurley, Beverly (Committee member) / Arizona State University (Publisher)
Created2012
Description
Gerrymandering is a central problem for many representative democracies. Formally, gerrymandering is the manipulation of spatial boundaries to provide political advantage to a particular group (Warf, 2006). The term often refers to political district design, where the boundaries of political districts are “unnaturally” manipulated by redistricting officials to generate durable advantages for one group or party. Since free and fair elections are possibly the critical part of representative democracy, it is important for this cresting tide to have scientifically validated tools. This dissertation supports a current wave of reform by developing a general inferential technique to “localize” inferential bias measures, generating a new type of district-level score. The new method relies on the statistical intuition behind jackknife methods to construct relative local indicators. I find that existing statewide indicators of partisan bias can be localized using this technique, providing an estimate of how strongly a district impacts statewide partisan bias over an entire decade. When compared to measures of shape compactness (a common gerrymandering detection statistic), I find that weirdly-shaped districts have no consistent relationship with impact in many states during the 2000 and 2010 redistricting plan. To ensure that this work is valid, I examine existing seats-votes modeling strategies and develop a novel method for constructing seats-votes curves. I find that, while the empirical structure of electoral swing shows significant spatial dependence (even in the face of spatial heterogeneity), existing seats-votes specifications are more robust than anticipated to spatial dependence. Centrally, this dissertation contributes to the much larger social aim to resist electoral manipulation: that individuals & organizations suffer no undue burden on political access from partisan gerrymandering.
ContributorsWolf, Levi (Author) / Rey, Sergio J (Thesis advisor) / Anselin, Luc (Committee member) / Fotheringham, A. Stewart (Committee member) / Tam Cho, Wendy K (Committee member) / Arizona State University (Publisher)
Created2017
Description
ABSTRACT
This study examines validity evidence of a state policy-directed teacher evaluation system implemented in Arizona during school year 2012-2013. The purpose was to evaluate the warrant for making high stakes, consequential judgments of teacher competence based on value-added (VAM) estimates of instructional impact and observations of professional practice (PP). The research also explores educator influence (voice) in evaluation design and the role information brokers have in local decision making. Findings are situated in an evidentiary and policy context at both the LEA and state policy levels.
The study employs a single-phase, concurrent, mixed-methods research design triangulating multiple sources of qualitative and quantitative evidence onto a single (unified) validation construct: Teacher Instructional Quality. It focuses on assessing the characteristics of metrics used to construct quantitative ratings of instructional competence and the alignment of stakeholder perspectives to facets implicit in the evaluation framework. Validity examinations include assembly of criterion, content, reliability, consequential and construct articulation evidences. Perceptual perspectives were obtained from teachers, principals, district leadership, and state policy decision makers. Data for this study came from a large suburban public school district in metropolitan Phoenix, Arizona.
Study findings suggest that the evaluation framework is insufficient for supporting high stakes, consequential inferences of teacher instructional quality. This is based, in part on the following: (1) Weak associations between VAM and PP metrics; (2) Unstable VAM measures across time and between tested content areas; (3) Less than adequate scale reliabilities; (4) Lack of coherence between theorized and empirical PP factor structures; (5) Omission/underrepresentation of important instructional attributes/effects; (6) Stakeholder concerns over rater consistency, bias, and the inability of test scores to adequately represent instructional competence; (7) Negative sentiments regarding the system's ability to improve instructional competence and/or student learning; (8) Concerns regarding unintended consequences including increased stress, lower morale, harm to professional identity, and restricted learning opportunities; and (9) The general lack of empowerment and educator exclusion from the decision making process. Study findings also highlight the value of information brokers in policy decision making and the importance of having access to unbiased empirical information during the design and implementation phases of important change initiatives.
This study examines validity evidence of a state policy-directed teacher evaluation system implemented in Arizona during school year 2012-2013. The purpose was to evaluate the warrant for making high stakes, consequential judgments of teacher competence based on value-added (VAM) estimates of instructional impact and observations of professional practice (PP). The research also explores educator influence (voice) in evaluation design and the role information brokers have in local decision making. Findings are situated in an evidentiary and policy context at both the LEA and state policy levels.
The study employs a single-phase, concurrent, mixed-methods research design triangulating multiple sources of qualitative and quantitative evidence onto a single (unified) validation construct: Teacher Instructional Quality. It focuses on assessing the characteristics of metrics used to construct quantitative ratings of instructional competence and the alignment of stakeholder perspectives to facets implicit in the evaluation framework. Validity examinations include assembly of criterion, content, reliability, consequential and construct articulation evidences. Perceptual perspectives were obtained from teachers, principals, district leadership, and state policy decision makers. Data for this study came from a large suburban public school district in metropolitan Phoenix, Arizona.
Study findings suggest that the evaluation framework is insufficient for supporting high stakes, consequential inferences of teacher instructional quality. This is based, in part on the following: (1) Weak associations between VAM and PP metrics; (2) Unstable VAM measures across time and between tested content areas; (3) Less than adequate scale reliabilities; (4) Lack of coherence between theorized and empirical PP factor structures; (5) Omission/underrepresentation of important instructional attributes/effects; (6) Stakeholder concerns over rater consistency, bias, and the inability of test scores to adequately represent instructional competence; (7) Negative sentiments regarding the system's ability to improve instructional competence and/or student learning; (8) Concerns regarding unintended consequences including increased stress, lower morale, harm to professional identity, and restricted learning opportunities; and (9) The general lack of empowerment and educator exclusion from the decision making process. Study findings also highlight the value of information brokers in policy decision making and the importance of having access to unbiased empirical information during the design and implementation phases of important change initiatives.
ContributorsSloat, Edward F. (Author) / Wetzel, Keith (Thesis advisor) / Amrein-Beardsley, Audrey (Thesis advisor) / Ewbank, Ann (Committee member) / Shough, Lori (Committee member) / Arizona State University (Publisher)
Created2015