bluuebunny/crossref_metadata_2025 huggingface dataset:
Newcomer Programs
Authors: Short Deborah J.
Published: July 2003

This article examines the small but growing presence of newcomer programs being implemented in urban middle and high school settings across the United States. The article provides the rationale for the development of newcomer programs for recent immigrant English language learners and a detailed summary of the data collected and analyzed during the course of a national study. The article describes the program designs in urban schools, their educational goals, their instructional practices, their acculturation strategies, and other issues. Vignettes about selected programs will illustrate the data. Implications for current and future education policy and practice will be identified, such as the need for opportunities for fledgling programs to gather information to develop successful practices, the need for more rigorous evaluation of these programs within and across school districts, and the need for more research to help identify the optimal program design for a given group of newcomer students and educational goals.
Introduction: Women in the Superintendency—Advances in Research and Theory
Authors: Björk Lars G.
Published: July 2003

During the past year, Educational Administration Quarterly has received a number of manuscripts on women in the superintendency authored by feminist and critical scholars. The editorial team decided to organize these manuscripts into a theme issue and augment it with a review of a recent book on women in the superintendency. Although receiving this set of manuscripts was fortuitous, it was not unremarkable given an increase in scholarly work on the superintendency by women. This introduction places these manuscripts within the historical context of feminist scholarship and highlights their contributions to promising lines of future inquiry and discourse on reconceptualizing the superintendency.
A Study of Health Care Assistance in a Title 1 School District
Authors: Peña Robert A.
Published: July 2003

This study opens with a discussion on the health status of school-aged youth in the United States. Then, it describes how student health problems and learning intersect and how health care in public schools is provided both nationally and in a particular prekindergarten through eighth grade Title 1 public school district in the southwestern United States. Specifically, this study examines how health care in this district functioned over-all and how school administrators interacted with health care providers in their schools. Findings indicate that administrators did not routinely associate the health of students with their performance in school and that their capacity to assist school health care providers was weak. Moreover, results suggest approaches to health care assistance followed exacerbated conditions that placed the wellness of students at risk. These findings raise concerns about the quality of health care provided to students and the capacity for educational administrators to assist.
Trends in Educational Administration in Developing Asia
Authors: Chapman David W.
Published: July 2003

The success many Asian countries have experienced in expanding access to and quality of basic education over the past three decades has been due largely to a declining enrollment rate, a booming economy, and national development strategies that favored education. However, new pressures created by urgent needs in health, environment, and population combined with an economic slump are fueling a rapid move toward more decentralized education systems. Decentralization in turn is placing new pressures on the school headmaster that few are prepared to meet. Across much of Asia, two of the most urgent challenges of the next decade will be to first strengthen and then support school level administration.
Introduction to the Special Issue
Authors: Pounder Diana G.
Published: July 2003

This article is presented in two parts. Part I introduces the work of the Task Force on Research and Inquiry, commissioned by Division A (educational administration) of the American Educational Research Association. Part II, which appears at the end of this issue, discusses knowledge production, knowledge dissemination and utilization, and scholar preparation and development in the field of educational administration based on the findings and recommendations of the task force articles in this special issue of Educational Administration Quarterly. The strongest and most consistent theme emphasized by the task force is the importance of increased utility and quality in educational admin-istration research.
The Write Stuff: A Study of Productive Scholars in Educational Administration
Authors: Tschannen-Moran Megan , Firestone William A. , Hoy Wayne K. , Johnson Susan Moore
Published: July 2003

This study explored differences between a sample of highly productive scholars and a random sample of more typical scholars. Surprisingly, few demographic differences emerged; neither were large differences found in institutional responsibilities or sup -ports. Productive scholars evidenced a greater orientation toward theory and research, whereas more typical scholars were oriented toward issues in the field. Although the field has made substantial progress in attracting more women into the professorship, the small number of minority professors in educational administration remains a serious problem. Finally, five challenges are proposed that, if met, will improve the quality and use of research in educational administration.
Reconceptualizing Research and Scholarship in Educational Administration: Learning to Know, Knowing to Do, Doing to Learn
Authors: Riehl Carolyn , Larson Colleen L. , Short Paula M. , Reitzug Ulrich C.
Published: July 2003

In this article, the authors explore common and emerging conceptions of what consti-tutes knowledge in educational administration, how knowledge relates to practice, and how individuals in universities and schools can engage in a particular kind of knowledge work—research. The authors suggest that a fully articulated perspective on research in educational administration might characterize research as occupying a multidimen-sional space delineated along three dimensions: why the research is done, who conducts the research, and how the research is done. Productive, interesting, and generative research can be situated anywhere on these dimensions, and five principles can be used to guide various forms of research. The implication is that although currently the field of educational administration encompasses two communities of practice, we should strive toward becoming one community of scholars. The authors discuss how doctoral pro -grams might develop students for this community of scholars and provide a case example from one university.
Not Just about Time: Instructional Practices and Productive Time in School
Authors: Yair Gad
Published: July 2003

Student learning is a pervading concern for national governments, states, and local school boards. Additional time is commonly seen as a potent administrative lever to affect student learning. One administrative premise equates allocated time with productive time, assuming that students take advantage of the time resources available to them. This study uses an innovative measurement strategy to show that students are disengaged a large portion of the time in academic classes, and that the current array of instructional methods and strategies produces low rates of productive time, especially for minority students. The study concludes that instructional reforms rather than the simple addition of time may be more productive in raising standards and in bringing about greater social equality in education.
Examining the Impact of School Quality on School Outcomes and Improvement: A Value-Added Approach
Authors: Heck Ronald H.
Published: July 2003

There has been a recent state-level emphasis on monitoring student outcomes to develop comprehensive school accountability. Such monitoring systems can include content standards and benchmarks to measure progress, statewide assessment instruments, and school report card data that policy makers, school personnel, and parents can also use to compare schools. To be fair, school comparisons should somehow take into consideration differences in communities and the background characteristics of students who live in these communities. Little previous research has examined what report card information might be used to identify school indicators that are related to student achievement and improvement gains across school settings with diverse student composition. The purpose of this study is to present an approach to statewide school comparison that focuses on the value-added effects of report card indicators of elementary schools’ educational environments on school achievement and school improvement after making school-level adjustments for student differences.
Quantity Matters: Annual Instructional Time in an Urban School System
Authors: Smith BetsAnn
Published: July 2003

This article shares a series of instructional time analyses to illustrate how school management, social and cultural welfare programs, high-stakes testing, system policies, and a flawed notion of organizational efficiency combine to cripple enormous blocks of annual instructional time in a large urban district. Data analyzed were classroom observation records, field notes, teacher interviews, school calendars, and system documents. School trends that fragment and erode instructional time and reformers’ reluctance to rethink instructional time are discussed. In closing, administrators are urged to view the allocation and management of time as one of their most important and powerful functions, and actions to recover instructional time for teachers and students are outlined.
Academic Emphasis of Urban Elementary Schools and Student Achievement in Reading and Mathematics: A Multilevel Analysis
Authors: Goddard Roger D. , Sweetland Scott R. , Hoy Wayne K.
Published: July 2003

This research examines the importance of a school climate characterized by high levels of academic emphasis. Effective schools research is reviewed to develop a conceptual model undergirding the measurement of academic emphasis. In addition, social cognitive theory is employed as a theoretical framework explaining the development and effect of academic emphasis on student achievement. With the use of hierarchical linear modeling, the authors show that academic emphasis is important to differences among urban elementary schools in student mathematics and reading achievement. The relationship between current academic achievement and students’ prior achievement and demo- graphic characteristics is also modeled in this study.
The Regulatory Styles of Statewide Charter School Authorizers: Arizona, Massachusetts, and Michigan
Authors: Vergari Sandra
Published: July 2003

Charter schools are immersed in two accountability processes: They are accountable to public entities (bureaucratic accountability), and they are accountable to the parents, students, and teachers who have chosen the schools and who may exit them if dissatisfied (market accountability). This study focuses on bureaucratic accountability and examines the regulatory styles of active statewide charter school authorizers (CSAs) in Arizona, Massachusetts, and Michigan. Key features of the legal design, task and political environments, and leadership of the CSAs are examined. The findings suggest that the CSAs tend to favor a “negotiated compliance” regulatory style rather than an “enforced compliance” approach to the oversight of charter schools. The study also raises questions about the appropriate mechanisms for holding public schools accountable for performance.
Using Social Capital in Interpreting the Careers of Three Latina Superintendents
Authors: Ortiz Flora Ida
Published: July 2003

This article adds to the knowledge base on the superintendency and explores the notion of social capital in the context of the experience of three Latina superintendents. A description of social and professional networks necessary for each of the superintendents is presented. In this sense, the author reports on a phenomenon relevant to all superintendents rather than being unique to Latinas. Undoubtedly, there are more than three types of expertise that could be explained by other conceptions of social capital; however, this limited exploratory study presents three types of superintendent scenarios that demonstrate different areas of expertise linked to certain conceptions of social capital.
Tacit Knowledge of School Superintendents: Its Nature, Meaning, and Content
Authors: Nestor-Baker Nancy S. , Hoy Wayne K.
Published: July 2003

This article maps the content and quantity of tacit knowledge of a sample of Ohio public school superintendents. Tacit knowledge of the superintendents was collected via interviews using a combination of critical incident and Sense-making methodologies to elicit examples of tacit knowledge acquired during their careers. The examples were culled and coded into antecedent and consequent behaviors, and hierarchical cluster analysis was performed using the 469 tacit knowledge items generated across the participants. A total of 21 categories describe the tacit knowledge of the entire superintendent group. Finally, differences in categories and amounts of tacit knowledge were found between “reputationally successful” and “typical” superintendents.
The Teacher Unions’ Role in 1990s Educational Reform: An Organizational Evolution Perspective
Authors: Poole Wendy L.
Published: July 2003

This article examines the involvement of two teacher organizations in state or provincial educational reform in the 1990s through the perspectives of constructivism and organizational evolution. The two unions adopted a complex mix of reactive and proactive, incremental and discontinuous orientations to change. The unions applied experience-based reactive responses, but they also engaged in evidence of proactive continuous improvement of past practice. Although incremental change was predominant, some evidence of discontinuous change emerged: Although one union took charge of the charter school movement, the other created an identity as a creator, manager, and broker of knowledge. A reactive stance resulted when the union or its members felt directly attacked; however, threats to public education as an institution led to discontinuous change initiatives.
School Improvement Plans in Schools on Probation: A Comparative Content Analysis across Three Accountability Systems
Authors: Mintrop Heinrich , MacLellan Ann Merck , Quintero Margaret Fee
Published: July 2003

This article explores school improvement planning under conditions of high-stakes accountability by means of a content analysis of school improvement plans. The schools examined here were identified by their accountability agencies as low performing and were put on probation to reverse their decline. Schools in three accountability systems are compared. Content analyses indicated that school improvement plans across the three jurisdictions were very similar, suggesting institutional isomorphism. However, certain policy design features prompted variation in the levels of internalization of external demands by school sites.
Managing and Guiding School Reform: Leadership in Success for All Schools
Authors: Datnow Amanda , Castellano Marisa Eileen
Published: July 2003

This article addresses issues of leadership in school reform with respect to the roles of the principal and the reform facilitator, a teacher who works full-time to support reform activities. The Success for All reform model is used as a case in point because it, like many other reforms, views leadership as critical to reform success. Using qualitative data gathered in six Success for All schools, this article focuses on how principal leadership shaped and was shaped by the reform and on the successes and challenges faced by Success for All facilitators in occupying a position of teacher leadership. This article discusses the roles and relationships, tensions and ambiguities, and power dynamics that evolved among principals, facilitators, and teachers in the implementation of the reform. The findings of this study illuminate the challenges in reconnecting teaching and administration and reveal the importance of changing structures and cultures in this move.
Designing Better Schools: The Meaning and Measure of Enabling School Structures
Authors: Hoy Wayne K. , Sweetland Scott R.
Published: July 2003

Common usage of the term bureaucracy is pejorative. To most people, bureaucracy is synonymous with red tape, rigid rules, autocratic superiors, and alienated and apathetic employees. But organizations of any size, including schools, have bureaucratic structures because they need appropriately designed formal procedures and hierarchical structures to prevent chaos and promote efficiency. Two conflicting views of the consequences of bureaucracy emerge from the literature. Some studies demonstrate that structure alienates and frustrates, whereas other research finds structure increases satisfaction and innovation. This study is consistent with an earlier attempt to reconcile these two theoretically opposing perspectives by creating and testing a new construct termed enabling structure . Evidence is mounting that schools can be designed with formalized procedures and hierarchical structures that help rather than hinder.
Selling Our Schools? Principals’ Views on Schoolhouse Commercialism and School-Business Interactions
Authors: Feuerstein Abe
Published: July 2003

Businesses and schools frequently interact in a variety of spheres. Much of the literature written during the 1980s on school-business interaction is positive and suggests that schools benefit from a corporate presence. More recently, the literature on school-business interaction has become critical and suggests that businesses sometimes exploit schools in these relationships. This study enriches this debate by examining the views of public school principals in Pennsylvania with regard to the involvement of corporations in public schools in the following spheres: sponsored events, exclusive agreements, incentive programs, marketing in school, sponsored educational materials, and direct sales and fund-raising. The findings suggest that school principals in Pennsylvania are largely ambivalent or slightly positive about commercial involvement: a perception that leaves both supporters and critics of commercial involvement opportunities to inform and persuade.
Leveraging Social Capital and School Improvement: The Case of a School Network and a Comprehensive Community Initiative in Chicago
Authors: Kahne Joseph , O’Brien James , Brown Andrea , Quinn Therese
Published: July 2003

This study assesses the first 4.5 years of an effort by a foundation in Chicago to promote children and adolescents’ social and academic development as part of a comprehensive community initiative. The authors examine the potential and challenges associated with the foundation’s strategy of developing social capital within a network of schools and community organizations.
Accountability Mandates and the Implementation of Title I Schoolwide Programs: A Comparison of Three Urban Districts
Authors: Sunderman Gail L.
Published: July 2003

In 1994,the Improving America’s Schools Act changed the direction of federal Title I programs by mandating high standards for all students, including those receiving Title I services. Even after several years of the federal policy, there is little evidence about how schools with Title I schoolwide programs organize instructional resources to meet the federal accountability mandates. This article examines how the federal accountability mandates affect the design and implementation of Title I schoolwide programs in three urban districts—Chicago, Cleveland, and Detroit. Using case studies developed in each district, it examines Title I schoolwide programs within the context of state and district policies adopted to meet the federal accountability mandates. The goal is to understand if standards-based reform contributes to reducing curricular and instructional fragmentation for students in schoolwide programs and whether standards-based reform creates conditions that allow teachers to work with students of different ability levels.
The School Board President’s Perception of the District Superintendent: Applying the Lenses of Social Influence and Social Style
Authors: Petersen George J. , Short Paula M.
Published: July 2003

This exploratory study used components found in social influence theory and social style to examine the school board president’s perceptions of the district superintendent’s ability to influence the construction of the board agenda and voting decisions made by school boards in 131 randomly chosen school districts. Social influence theory and social style suggest that credibility, social attractiveness, assertiveness, and emotiveness are effective and compelling elements of influence. Results from this study suggest that favorable board decision making for superintendent-recommended action items is closely related to the superintendent’s trustworthiness (perceived use of skills and knowledge for the good of the district), expertise (specialized knowledge of the superintendent) and social attractiveness (perceived compatibility with board presidents). Findings also indicate that the attributes of social influence theory and social style are perceived as essential in the superintendent’s ability to develop and maintain a cooperative working relationship with board members and the community.
Moving from Bureaucratic to Market Accountability: The Problem of Imperfect Information
Authors: Garn Gregg
Published: July 2003

Accountability is a complex idea frequently invoked as political rhetoric. Accordingly, a theoretical framework that includes bureaucratic, performance, market, and professional models of accountability is necessary to analyze the accountability system created for Arizona charter schools. Using a qualitative case study that relied on observations, interviews, and document analysis, this case indicated that valid and reliable performance data are not an intrinsic element of a school choice program. Accordingly, mechanisms that capture and distribute accurate, accessible, and wide-ranging information about schools of choice will assist consumers in making informed decisions when selecting among schools.
The Dynamics of Group Learning in a Cohort: From Nonlearning to Transformative Learning
Authors: Scribner Jay Paredes , Donaldson Joe F.
Published: July 2003

The instructional cohort is a popular delivery format in educational administration programs. This case study delves into the “black box” of cohort learning by critically examining the relationship between group dynamics and the types of learning that took place among a set of group members within a cohort. This study shows how group dynamics— including group climate, norms, roles, and communication—can foster or impede learning. The study raises concerns about whether a focus on high-performing cohorts or groups necessarily results in meaningful learning for students. With the performance-learning tension in mind, implications and recommendations for instruction and future research are also presented.
Institutional Theory and Educational Change
Authors: Hanson Mark
Published: July 2003

Are some educational organizations “smarter” than others in their capacity to solve problems and introduce change initiatives? Rather recent developments in organization theory suggest the answer is quite probably yes. The objective of this article is to integrate three key segments of the research literature (organizational memory, organizational learning, and institutional theory) into an overall conceptual framework. An argument is made that the framework lends insight into three progressively comprehensive types of change: homogenization (where one school adjusts its composition to look like other schools), evolution (where first steps into unknown territory are taken), and reform (where significant transfiguration takes place).
The Influence of Leadership Style on Teacher Job Satisfaction
Authors: Bogler Ronit
Published: July 2003

The article examines the effects of principals’ leadership style (transformational or transactional), principals’ decision-making strategy (autocratic versus participative), and teachers’occupation perceptions on teacher satisfaction from the job. More specifically, it attempts to find out how much of the variation in teachers’job satisfaction can be attributed to their perceptions of their occupation, as compared to their perceptions about their principals’ leadership style and decision-making strategy. A quantitative questionnaire using Likert-type scales was administered to 930 teachers in Israeli schools, of whom 745 responded. Path analysis was used to explain teacher job satisfaction by the exogenous variables. The most salient finding was that teachers’occupation perceptions strongly affected their satisfaction. Principals’transformational leadership affected teachers’satisfaction both directly and indirectly through their occupation perceptions. Implications of the study are discussed in relation to supervisors and principals, as well as to policy makers at the government level.
Communities and Consequences: An Inquiry into Ideology and Practice in Teachers’ Professional Work
Authors: Westheimer Joel
Published: July 2003

This article challenges vague and underconceptualized notions of teacher professional community prevalent in both the theoretical and policy-oriented reform literatures. The findings from a close examination of two schools’teacher professional communities suggest that current models obscure significant differences in beliefs and practices. Whereas one school’s professional community emphasizes teachers’ individual autonomy, rights, and responsibilities to colleagues, the other’s is driven by a strong collective mission. A provisional model for examining teacher professional communities, which distinguishes between liberal and collective commitments, is presented.
Learning from Students about Representation, Identity, and Community
Authors: Shields Carolyn M.
Published: July 2003

In this article, students from a small, predominantly Navajo high school speak for themselves about their lives, their educational experiences, their culture, and their hopes for the future. They demonstrate clearly their desire to maintain close allegiance to their home language and culture, while finding ways to achieve success in the wider world. The article also demonstrates that how these youth see themselves is frequently different from how educators represent them. Thus, in the interface of competing allegiances, perceptions, and understandings, are clues for creating school communities built on difference rather than homogeneity.
Teacher Isolation and Communication Network Analysis in Primary Schools
Authors: Bakkenes Inge , De Brabander Cornelis , Imants Jeroen
Published: July 2003

The aim of this study is to analyze teacher isolation at the level of communication behavior of teachers. The usefulness of communication network analysis is explored in eight elementary schools. The first research question is whether and in what way the communication behavior of teachers varies within as well as between schools. The second research question is how teachers’ communication network participation is related to their perception of different types of tasks. Our findings support the idea that teacher isolation at least partly results from the behavior of individual teachers. Results regarding the relationship between communication network participation and task perception yield insights that can be helpful in developing and supporting collegial relationships in schools.
“Spirituality? It’s the Core of my Leadership”: Empowering Leadership in an Inclusive Elementary School
Authors: Keyes Maureen W. , Hanley-Maxwell Cheryl , Capper Colleen A.
Published: July 2003

Administrative leadership is considered critical to successful implementation of inclusive schooling practices whereby students with disabilities are educated with other students. This ethnographic study of one principal was conducted over a 15-month period in a midsize midwestern city. The results: (a) a supportive environment for critique encourages teacher autonomy and risk taking while communicating trust that teachers can succeed; (b) a supportive environment is open to critique about how to reach inclusion but not about the goal itself; (c) in a facilitative community, the principal and teachers ask questions and consider alternative frameworks for inclusion; (d) creating a just, democratic environment coalesces the staff, and the principal models inclusive practices; and (e) principal behaviors are undergirded by a spirituality grounded in six beliefs: valuing personal struggle, recognizing the dignity of all people, blending the personal and professional, believing people are doing their best, listening, and dreaming.
The School Leadership/School Climate Relation: Identification of School Configurations Associated with Change in Principals
Authors: Griffith James
Published: July 2003

This study examined the relation of school leadership to school climate, school structure, and student population characteristics, together referred to as school configuration. Archival and survey data were obtained from 122 elementary schools. Some schools had changed principals under less than positive circumstances, whereas other schools had not. Schools having principal changes had greater use and more students who were new to the district, new to the school, economically disadvantaged, and minority. Schools having principal changes also had slightly lower scores on criterion-referenced tests. Students and their parents also perceived these schools as less ordered and disciplined, and parents reported lower levels of school empowerment and participation in school activities. As predicted, within schools having principal changes, students and their parents showed less agreement in perceptions of the school environment. Implications of results for effectively configured school organizations and effective principal leadership are discussed.
Repudiation, Reinvention, and Educational Reform: The Comprehensive High School in Historical Perspective
Authors: Wraga William G.
Published: July 2003

The December 1997 issue of Educational Administration Quarterly was devoted to the theme, “What will replace the comprehensive high school?” The articles were uninformed by a historical perspective on the American comprehensive high school. The authors of these articles ignored historic proposals for the comprehensive model and overlooked tensions between the ideal and reality of the comprehensive high school. Instead, the authors contrived a negative image of the comprehensive high school that served as a straw man against which restructuring measures were defined. In fact, each restructuring measure proposed by the EAQ contributors has precedents in the historic literature advocating the comprehensive high school. An alternative and ironic answer to the issue’s rhetorical question, then, is “the comprehensive high school.”
“Circumstance and Proper Timing”: Context and the Construction of a Standards Framework for School Principals’ Performance
Authors: Louden William , Wildy Helen
Published: July 2003

Professional standards for school principals have been developed in many jurisdictions in the United States, Australia, and the United Kingdom in recent years. Typically, these standards frameworks describe an ideal performance in a generalized context. This article describes an alternative method of developing a standards framework, combining qualitative vignettes with probabilistic measurement techniques to provide essential or ideal qualities of performance with contextually rich descriptions of variations in performance. The article provides an empirically grounded basis for the (future) development of performance assessments against the framework.
Sources of Leadership for Inclusive Education: Creating Schools for All Children
Authors: Mayrowetz David , Weinstein Carol S.
Published: July 2003

This study examined leadership for inclusion in three schools using Heller and Fire-stone’s leadership function theory. Data sources included interviews with school personnel and parents, and observations of inclusion meetings. Analysis revealed not only that all functions were carried out by multiple individuals in different roles, but also that people with and without formal authority made unique contributions to the success of the program. Additionally, redundant function performance was associated with institutionalization.
Administrative Assignment of Teachers in Restructuring Secondary Schools: The Effect of Out-of-Field Course Responsibility on Teacher Efficacy
Authors: Ross John A. , Cousins J. Bradley , Gadalla Tahany , Hannay Lynne
Published: July 2003

Previous studies have treated teacher efficacy as a unitary trait without considering how teachers’expectations of their ability to produce student learning varies within teaching assignments. In this study, teachers in nine restructuring secondary schools in one district estimated their ability to perform common teaching tasks in four of the courses they expected to teach in the coming school year. Although the portion of the variance explained was small, the study found that teacher efficacy was lower for courses outside the teacher’s subject. The effects of teaching outside one’s area were greater than the effects of track and grade—two course characteristics that have been linked to teacher efficacy in previous research. This study also found that teacher efficacy was influenced by teacher leadership roles. Teachers who were expected to promote student learning across subjects had lower teacher efficacy than teachers in traditional positions of added responsibility (department heads) and teachers who were not in leadership positions.
The Internal-External Ethnic Identity Measure: Factor-Analytic Structures Based on a Sample of Chinese Americans
Authors: Kwan Kwong-Liem Karl
Published: July 2003

The factor-analytic structure of the Internal-External Ethnic Identity (Int-Ext Id) measure was examined using a sample of Chinese Americans. Items in the Int-Ext Id measure reflect the common internal and external aspects of ethnic identity as conceptualized from the social psychological perspective, as well as the Asian values of family orientation and collectivism. Four factors—Ethnic Friendship and Affiliation, Ethno-Communal Expression, Ethnic Food Orientation, and Family-Collectivism—were identified.
Robustness of the School-Level Polytomous Irt Model
Authors: Tate Richard
Published: July 2003

Robustness of the school-level, polytomous IRT model to violations of the assumptions that (a) student ability is normally distributed within schools, (b) the within-school distribution of student ability has constant variance across schools, and (c) the mean student ability for each school is distributed normally across schools was assessed in a computer simulation study. The study considered variation of the intraclass correlation (the ratio of the variance of the school abilities to the variance of the individual abilities of the total aggregated student population, with values of 0.1, 0.3, and 0.5), the school size (ranging from 20 to 140), and the true school ability, defined as the mean of the abilities of the students in a school. When the assumptions were violated, the actual precision of estimating school ability was typically equal to or somewhat worse than the nominal precision; but in the vast majority of cases, the differences were not of practical importance.
Design Specification Issues in Time-Series Intervention Models
Authors: Huitema Bradley E. , Mckean Joseph W.
Published: July 2003

It has been recognized that the two-phase version of the interrupted time-series design can be frequently modeled using a four-parameter design matrix. There are differences across writers, however, in the details of the recommended design matrices to be used in the estimation of the four parameters of the model. Various writers imply that different methods of specifying the four-parameter design matrix all lead to the same conclusions; they do not. The tests and estimates for level change are dramatically different under the various seemingly equivalent design specifications. Examples of egregious errors of interpretation are presented and recommendations regarding the correct specification of the design matrix are made. The recommendations hold whether the model is estimated using ordinary least squares (for the case of approximately independent errors) or some more complex time-series approach (for the case of autocorrelated errors).
A Meta-Analytic Investigation of the Susceptibility of Integrity Tests to Faking and Coaching
Authors: Alliger George M. , Dwight Stephen A.
Published: July 2003

Although it has been consistently found that test takers can effectively fake good on self-report noncognitive measures when instructed to do so, not all measures are equally susceptible. The present review meta-analytically synthesized studies that have investigated the extent to which individuals can inflate their integrity test scores when coached or instructed to fake good. Both overt and personality-based integrity tests were investigated. Results indicated that the overt test was especially susceptible to both fake good ( d = 0.90) and coaching ( d = 1.32) instructions. Personality-based measures appeared to be more resistant to both faking good ( d = 0.38) and coaching ( d = 0.36). Implications of these results for integrity testing are discussed.
Estimating the Classification Efficiency of a Test Battery
Authors: de Corte Wilfried
Published: July 2003

Classification decisions relate to situations in which a battery of predictor tests is used to allocate subjects to a number of different assignment positions according to some prespecified quota proportions. In the case that the performance on the assignment criteria is continuously measurable, the efficiency of the predictor-based classification can be equated to the expected criterion score of the optimally assigned individuals: the allocation average. It is shown how a theorem proven by Brogden can be used to estimate the allocation average assuming that the predictor intercorrelations and validities are known and that the predictor variables have a joint multivariate normal distribution. Compared to previous analytical procedures to estimate the efficiency of a classification, the proposed solution is much more generally applicable in that it is no longer assumed that the predictor-based criterion estimates are both equally valid and equi-correlated and that all quota proportions are equal.
A Psychometric Evaluation of the Six-Factor Self-Concept Scale in a Sample of Racial/Ethnic Minority Women
Authors: Yanico Barbara J. , Lu Theresa Gen Chih
Published: July 2003

The Six-Factor Self-Concept Scale (SFSCS) is a multidimensional measure for adults developed and tested with primarily Euro-American samples. This study investigated the psychometric properties of the SFSCS in a diverse sample of racial/ethnic minority college women including African American, Asian American, Latina, and Native American participants. The study compared scale internal consistencies, intercorrelations, normative data, and factor structure for this sample to previously reported findings. This study also looked at the relationship of SFSCS scores to global self-esteem for both the sample as a whole and within ethnic group. Results supported the reliability and construct validity of the subscale scores of the instrument in use with American racial/ethnic minority college women as well as the potential usefulness of SFSCS for studying ethnic and cultural differences.
A Construct Validity Study of Scores on a Korean Version of an Academic Self-Concept Scale for Secondary School Students
Authors: Chong Sandra , Michael William B.
Published: July 2003

For each of three samples of 213 8th-grade girls, 191 11th-grade boys, and 213 11th-grade girls attending schools in Korea, the twofold purpose of this investigation was to obtain evidence of the internal-consistency reliability and construct validity of scores on each of the five factor subscales of a Korean version of an academic self-concept instrument titled Dimensions of Self-Concept (DOSC), Form S. Internal-consistency estimates of the reliability of scores on the five 14-item factor subscales fell between .63 and .89, with a median value approximating .78. Confirmatory maximum-likelihood factor analyses for five alternative substantive factor models indicated that both a five-factor oblique model and a hierarchical factor model comprising a general factor correlated with interrelated first-order factors explained the greatest percentage of covariance in the two matrices for the two samples of 11th-grade students. The five hypothesized constructs of the DOSC, Form S (Korean version) received at least modest empirical support.
Psychometric Properties of the Nonverbal Personality Questionnaire in Korea
Authors: Lee Kibeom , Ashton Michael C. , Hong Sungjin , Park Kwang B.
Published: July 2003

The psychometric properties of the Nonverbal Personality Questionnaire (NPQ) were investigated using a sample of 221 Korean respondents. First, estimates of internal-consistency reliability for scores on the NPQ scales were found to be comparable to those reported from North American samples. Second, a factor analysis of the NPQ scales showed, as expected, that five factors resembling the Big Five can be recovered from the NPQ scales. Finally, the size and the pattern of correlations between NPQ scales and several external criteria were similar to previous findings involving traditional verbal questionnaires. Based on the evidence indicated above, it was concluded that the applicability of the NPQ in Korea is quite promising. Theoretical and practical implications of recovering the Big Five factors from a completely nonverbal measure of personality also were discussed.
Psychometrics versus Datametrics: Comment on Vacha-Haase’s “Reliability Generalization” Method and Some Epm Editorial Policies
Authors: Sawilowsky Shlomo S.
Published: July 2003

The present article reviews issues regarding test reliability, which is psychometric terminology, and score reliability, which is score-centric terminology. These issues have arisen, in part, due to some EPM editorial policies and Vacha-Haase’s “reliability generalization” proposal. The article includes (a) a brief historical review of reliability terminology, (b) discussion on the emergence of datametrics (loosely defined as the application of psychometry to scores as opposed to an instrument) including a review of textbook authors’uses of psychometric versus datametric terminology, (c) discussion of problems with datametrics, and (d) a critique of Vacha-Haase’s proposed meta-analytic reliability generalization via dummy-coded regression. The article concludes with a brief summary that presents several suggestions.
Measurement Error in “Big Five Factors” Personality Assessment: Reliability Generalization across Studies and Measures
Authors: Viswesvaran Chockalingam , Ones Deniz S.
Published: July 2003

Meta-analysis was used to cumulate reliabilities of personality scale scores. A total of 848 coefficients of stability and 1,359 internal consistency reliabilities across the Big Five factors of personality were examined. The frequency-weighted mean coefficients of stability were .75 ( SD = .10, K = 221), .76 ( SD = .12, K = 176), .71 ( SD = .13, K = 139), .69 ( SD = .14, K = 119), and .72 ( SD = .13, K = 193) for Emotional Stability, Extraversion, Openness to Experience, Agreeableness, and Conscientiousness, respectively. The corresponding internal consistency reliabilities were .78 ( SD = .11, K = 370), .78 ( SD = .09, K = 307), .73 ( SD = .12, K = 251), .75 ( SD = .11, K = 123), and .78 ( SD = .10, K = 307). Sample-size-weighted means also were computed. The dimension of personality being rated does not appear to strongly moderate either the internal consistency or the testretest reliabilities. Implications for personality assessment are discussed.
Does Revising the Intrinsic and Extrinsic Subscales of the Minnesota Satisfaction Questionnaire Short Form Make a Difference?
Authors: Hirschfeld Robert R.
Published: July 2003

This study compared the original intrinsic and extrinsic subscales of the Minnesota Satisfaction Questionnaire short form to revised subscales using data from two samples. The revised subscales were formed according to critiques by several researchers. Confirmatory factor analysis of the original and revised subscales supported the discriminant validity of scores on the intrinsic and extrinsic job satisfaction measures. Several hierarchical regression models were tested that included job involvement, overall job satisfaction, and volitional absence variables, in addition to the job satisfaction components. The analyses from both samples indicated that revising the intrinsic and extrinsic subscales made little difference in the results obtained.
Factor Analysis of the Minnesota Infant Development Inventory Based on a Hispanic Migrant Population
Authors: Reilly Amysue , Eaves Ronald C.
Published: July 2003

The Minnesota Infant Development Inventory (MIDI), a parental report instrument, was completed for 168 Hispanic migrant workers’infants ranging in age from 1 to 15 months. This study analyzed MIDI scores to determine the extent to which it measures the five domains postulated by its authors. Principal axis analysis with varimax and orthotran rotations was used to obtain pattern coefficients. The scree test and a parallel analysis were used to estimate the proper numbers of factors to extract. Three solutions were presented: (a) a one-factor solution, as indicated by the parallel analysis; (b) a three-factor solution, as indicated by the scree test; and (c) a five-factor solution, as recommended by MIDI’s authors. Based on several considerations (e.g., lack of empirical support for the MIDI five domain scores, parsimony, and ease of use), the one-factor solution was judged best for infants from Hispanic migrant families until future research supports other practices.
Development and Construct Validity of Scores on the Community Service Attitudes Scale
Authors: Shiarella Ann Harris , Mccarthy Anne M. , Tucker Mary L.
Published: July 2003

This study reports the multistage development of the Community Service Attitudes Scale (CSAS), an instrument for measuring college students’attitudes about community service. The CSAS was developed based on Schwartz’s helping behavior model. Scores on the scales of the CSAS yielded strong reliability evidence (coefficient alphas ranging from .72 to .93). Principal components analysis yielded results consistent with the Schwartz model. In addition, the CSAS scale scores were positively correlated with gender, college major, community service experience, and intentions to engage in community service. The CSAS will be useful to researchers for conducting further research on the effects of service learning and community service experiences for students.
The Development of a Measure of Desired Moral Approbation
Authors: Ryan Lori Verstegen , Riordan Christine M.
Published: July 2003

The moral approbation model has recently been proposed as a partial explanation for the observed disparity between moral decisions and moral action. A critical component of this model is an untested individual-difference variable, desired moral approbation, defined as the amount of approval that individuals require from themselves or others in order to proceed with moral actions without discomfort. This study focused on the development of a scale that measures individuals’desire for moral approbation. Factor analysis of data gathered from university business students ( N = 382) supported the viability of desired moral approbation, which was composed of three distinct constructs: (a) desire for moral praise from others, (b) desire to avoid moral blame from others, and (c) desire for moral approval from the self.