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Calboli responds to Elena Spangenberg Yanes' review of Calboli's new edition of the Rhetorica ad C. Herennium (Calboli, Gualtiero. 2020. Cornifici seu Incerti Auctoris ›Rhetorica ad C. Herennium‹: Prolegomena, edizione, traduzione, commento e lessico. Berlin & Boston: De Gruyter).

Despite increased attention to methodological rigor in education research, the field has focused heavily on experimental design and not on the merit of replicating important results. The present study analyzed the complete publication history of the current top 100 education journals ranked by 5-year impact factor and found that only 0.13% of education articles were replications. Contrary to previous findings in medicine, but similar to psychology, the majority of education replications successfully replicated the original studies. However, replications were significantly less likely to be successful when there was no overlap in authorship between the original and replicating articles. The results emphasize the importance of third-party, direct replications in helping education research improve its ability to shape education policy and practice.

Basándose en gran medida en el testimonio de los historiadores persas de los siglos VII y VIII de la Hégira (correspondientes a los siglos XIII-XIV de la era Cristiana), este artículo esboza una imagen detallada de varias personalidades implicadas en la fundación del naciente estado ismailí con centro en Alamūt en el siglo V/XI. Estos antecedentes sientan las bases para analizar una nueva fuente manuscrita que documenta la historia y el pensamiento ismailíes de este periodo, la obra de Khwājah Qāsim Tuštarī Reconociendo a Dios (Maʿrifat-i Khudāy taʿālā). Tras mostrar y enmendar los estudios previos sobre este autor y examinar las fuentes manuscritas y litográficas existentes del texto, el artículo analiza las referencias históricas, centrándose en la figura de Šaraf al-Dīn Muḥammad, y examinando la evolución de la estructura de liderazgo de los ismailíes. Defiende una fecha probable de composición entre los años 525/1131 y 533/1139, lo que convierte a la obra Reconociendo a Dios de Tuštari en uno de los textos ismailíes de Alamūt más antiguos que se conservan.

This article uses the study of two environmental, social, and governance (ESG) data vendors—KLD and Innovest—to exemplify the “social origins of ESG issues” argument made by Eccles and Stroehle in their 2018 working paper “Exploring Social Origins in the Construction of ESG Measures.” Based on in-depth interviews with the organizations’ founders and historical document analysis, we recap the history of the cases and show how different origins, philosophies, and “purposes” of ESG issues shaped the methods and data characteristics of two of the most important data vendors of their time. We discuss why MSCI chose to continue with the financial value–oriented methodology of Innovest while discontinuing the values-driven KLD methodology. Through an in-depth literature analysis, we further show that not only the creation but also the use of “nonfinancial performance” concepts rely on processes of social construction. We also show that investors use different ESG data from those used by academics, potentially leading to misaligned narratives. Finally, with this article we join the call for more explicit contextualization of ESG data, highlighting that both practitioners and academics need to better understand the social construction that underlies analyses that use different concepts of ESG.

In this study of White teacher identity literatures, we historicize, define, and advance second-wave White teacher identity studies in education research and teacher education. First, we provide a discussion of methodology used to conduct this study called the synoptic text. Second, we provide an historical account of White teacher identity studies that situates our review of literatures. Third, using the methodology of the synoptic text, we provide a systematic review of White teacher identity studies between 2004 and 2014. Situated within an account of a developing field, we develop the notion of second-wave White teacher identity studies. In our discussion and conclusion, we articulate the pedagogical implications of second-wave White teacher identity studies for education research and teacher education.

We investigated the roles of classroom supports for multiple motivations and engagement in students' informational text comprehension, motivation, and engagement. A composite of classroom contextual variables consisting of instructional support for choice, importance, collaboration, and competence, accompanied by cognitive scaffolding for informational text comprehension, was provided in four-week instructional units for 615 grade 7 students. These classroom motivational-engagement supports were implemented within integrated literacy/history instruction in the Concept-Oriented Reading Instruction (CORI) framework. CORI increased informational text comprehension compared with traditional instruction (TI) in a switching replications experimental design. Students' perceptions of the motivational-engagement supports were associated with increases in students' intrinsic motivation, value, perceived competence, and increased positive engagement (dedication) more markedly in CORI than in TI, according to multiple regression analyses. Results extended the evidence for the effectiveness of CORI to literacy/history subject matter and informational text comprehension among middle school students. The experimental effects in classroom contexts confirmed effects from task-specific, situated experimental studies in the literature.

The fragmentary text of the Triads on the first two folios of the fifteenth-century Welsh law manuscript Llanstephan 116 is transcribed and collated with similar legal texts.