Are all economic facts greatly exaggerated? Theory competition and selectivity

There is growing concern and mounting evidence of selectivity in empirical economics. Most empirical economic literatures have a truncated distribution of results. The aim of this paper is to explore the link between publication selectivity and theory contests. This link is confirmed through the analysis of 87 distinct empirical economics literatures, involving more than three and a half thousand separate empirical studies, using objective measures of both selectivity and contests. Our meta–meta-analysis shows that publication selection is widespread, but not universal. It distorts scientific inference with potentially adverse effects on policy making, but competition and debate between rival theories reduces this selectivity and thereby improves economic inference.

Constructivism in environmental education: beyond conceptual change theory

Abstract constructivism, as a set of theories about how learners learn, has been an important discourse in the educational research literature for a number of years. Interestingly, it has been far more visible in science education research than in environmental education research. This article considers conceptual change theory within constructivism as a contested concept, outlines differing expressions of constructivism in science education and environmental education, and argues for approaches to environmental education that adopt socially constructivist perspectives with respect to the character of the subject matter content as well as to learners' apprehension of such content. In considering implications for research, this perspective is juxtaposed with a recent United States Education Act, which prescribes a far more objectivist approach to educational research and which serves as a reminder that research itself is a powerful factor in shaping how the nature of subject matter is constructed, learning and the implications of these for teaching practice.

Constructivism in environmental education beyond conceptual change theory

Constructivism, as a set of theories about how learners learn, has been an important discourse in the educational research literature for a number of years. Interestingly, it has been far more visible in science education research than in environmental education research. This article considers conceptual change theory within constructivism as a contested concept, outlines differing expressions of constructivism in science education and environmental education, and argues for approaches to environmental education that adopt socially constructivist perspectives with respect to the character of the subject matter content as well as to learners' apprehension of such content. In considering implications for research, this perspective is juxtaposed with a recent United States Education Act, which prescribes a far more objectivist approach to educational research and which serves as a reminder that research itself is a powerful factor in shaping how we construct the nature of subject matter, learning and the implications of these for teaching practice.

Applying social critical literacy theory to deaf education

This article explores social critical literacy theory and its application to deaf education. It argues that critical literacy offers an approach that can lead to engagement with and empowerment over written text, repositioning students as researchers of language. Texts that represent deaf people - if only through their absence - offer an opportunity for deaf students to engage in literate practices in meaningful contexts. An example of critical text analysis is provided using articles on a contested issue: cochlear implantation.