bluuebunny/crossref_metadata_2025 huggingface dataset:
Toward an Improved Understanding of the Organizational Nature of Schools
Authors: Allison Derek J.
Published: March 2007

An accurate conceptualization of the nature of schools is a necessary condition for developing useful knowledge in the field of educational administration. The present approach to seeking knowledge about schools, however, places an uncritical reliance on images and models of formal organizations that deflects attention away from the direct study of schools as discrete social phenomena. To counter this, the development of independent models of schools is argued for. This argument builds on an approach to knowledge originally presented by Kenneth Boulding that defines valuable middle ground between the polarized positions advocated in the recent epistemological debate in educational administration.
Implications of Regional Cost Adjustments to School Finance Plans
Authors: Matthews Kenneth M. , Holmes C. Thomas
Published: March 2007

The purpose of this article is to present evidence against the use of regional cost adjustments in state schoolfinance plans. Basic assumptions underlying proposals to compensate for the presumed effects of differences among districts in the prices paid for educational resources are contrasted with research evidence.
Decentralization, Devolution, and the School Principal: Australian Lessons on Statewide Educational Reform
Authors: Chapman Judith , Boyd William Lowe
Published: March 2007

Decentralization has been instituted as a reform effort aimed at accomplishing devolution in the Australian state of Victoria. This study documents this reform and investigates its implications for the principal-ship in Victorian schools. Interview data are presented to document implementation problems and the effects of these reforms on the influence of principals and the future of the principalship in Victoria.
Organizational Climate, School Health, and Effectiveness: A Comparative Analysis
Authors: Hoy Wayne K. , Tarter C. John , Bliss James R.
Published: March 2007

The theory-driven Organizational Health Inventory (OHI) was compared to the empirically derived Organizational Climate Description Questionnaire (OCDQ-RS) in predicting student achievement and teachers' commitment to the school. After controlling for the socioeconomic status of the 58 secondary schools in the sample, only academic emphasis, a subtest of the OHI, made a significant contribution to student achievement. While both instruments predicted commitment, the OHI explained more of the variance. The findings suggest that, at best, the influence of the principal is indirect on school achievement but direct on commitment. Further application of both the OHI and OCDQ-RS is recommended.
Organizational Environment in Schools: Commitment, Control, Disengagement, and Headless
Authors: Cheng Yin Cheong
Published: March 2007

This study investigates the characteristics of the organizational environment perceived by 627 teachers in 64 Hong Kong secondary schools. From the cluster analysis, the perceived school organizational environments can be classified into four typical styles: commitment, control, disengagement, and headless. All of them have contrasting organizational characteristics. The findings are consistent with the studies conducted in Western societies.
Inclusion in Secondary Schools: An Analysis of School Structure Based on Teachers' Images of Change
Authors: MacKinnon J. David , Brown Margaret E.
Published: March 2007

The practice of providing totally inclusive schools to meet the needs of all learners is one of the emerging service delivery options gaining widespread support in public education in Canada and the United States. While many elementary schools have taken the initiative and established successful models of full inclusion, secondary schools, in part because of the historical-structural characteristics of these organizations, embody different and perhaps more complex problems in meeting the demands of inclusive educational practices. In this article, we draw on data from a study of two secondary schools in Nova Scotia, Canada, and their attempts to accommodate students with widely diverse needs in regular classrooms. Drawing primarily on teacher interview data, the paper reports on the ways teachers made sense of and adapted to, structural changes that took place in each school
Beyond Leadership Frameworks
Authors: Maxcy Spencer J.
Published: March 2007

This article argues that rather than returning to a traditional “sociology of leadership,” which is modernist and positivist in nature, seeking both to offer multiple frameworks yielding relatively true accounts of leadership as well as providing a sing positivist foundational met a narrative that attempts to underwrite this relativism as “science,” we ought to adopt a critical and pragmatic strategy toward the leadership quandary. This pragmatism would attempt to reveal the historic sources of our contemporary leadership malaise; shift inquiry to the form of life which warrants current leadership rhetoric; and seek to locate and surface here to for hidden leadership transactive events in our postmodern/poststructural fin de sile.
Leadership as an Organization-Wide Phenomena: Its Impact on School Performance
Authors: Pounder Diana G. , Ogawa Rodney T. , Adams E. Ann
Published: March 2007

This article reports the results of a study guided by a conceptualization of leadership as an organizational quality. The study examines the relationship between the leadership exerted by principals, teachers, secretaries, and parents; four functions of effective organizations; and several measures of school effectiveness. The results of path analyses revealed the following: The total amount of leadership in schools was associated with two organizational functions, which in turn were associated with four measures of school performance. The leadership of principals and the leadership of groups of teachers were positively related to organizational latency, or commitment, which was positively associated with the perceived effectiveness of schools and negatively associated with teacher turnover. Finally, the leadership of parents was positively associated with student achievement, whereas the influence of secretaries was negatively associated with student achievement.
Type of Content, Type of Score, and Response Inconsistency in Comparison Measures of Preference
Authors: Ace Merle E. , Dawis René V.
Published: March 2007

Three experiments were conducted to determine the influence of type of content and type of score on response inconsistency. Types of content included: color preference, preference for work situations and preference for teacher characteristics. Types of scores were: circular triad score on the upper triangle, circular triad score on the lower triangle, and inconsistency score from a comparison of upper and lower triangles, all scores from a paired-comparison matrix. Results confirmed a previous finding that type of score was a much more significant source of variation than other instrument characteristics (type of content, number of items or item format). Other findings cast doubt on the utility of the types of scores used as measures of a response inconsistency trait.
Parallel Measurements and the Spearman-Brown Formula
Authors: Burnett J. Dale
Published: March 2007

The general use of the Spearman-Brown formula for calculating the reliability of parallel tests with different lengths is reviewed. The importance of the assumption that the component tests be parallel is noted and the property that parallel tests must be non-negatively correlated is derived. It is concluded that one should pay close attention to the theory underlying an analysis.
The Evaluation of Differences in Test Performance of Two or More Groups
Authors: Angoff William H. , Sharon Amiel T.
Published: March 2007

A two-factor analysis of variance with multiple measurements on one factor was conducted among the 40 items of the Vocabulary test of TOEFL for six language groups. All sources of variance were found to be significant beyond the one per cent level. Of particular interest was the item x group interaction which was examined by analyzing the item difficulty plots for each language group against a spaced sample of all candidates taking this form of the test at its first formal administration. A measure of the deviation of each item from the central tendency of the plot was developed, expressing the degree to which the item was especially difficult or especially easy for a particular language group relative to the other items. A distribution of these measures is given for each of the six language groups.
The Relationship of Scores on the Clep General Examinations To Grades
Authors: Cashin William E.
Published: March 2007

Scores or subtest scores on the five CLEP General Examinations plus SAT Verbal and Mathematics scores were compared with grades earned in related college courses. The examinees were 216 sophomores representing a random sample of 1132 sophomores who took the CLEP General Examinations. For each of eight subject-matter areas two grade measures were used: quality points earned and grade-point average. For both measures the appropriate CLEP test had the highest correlation among all the tests except for the Social Sciences and History subtests. Step-wise multiple regressions, using quality points as criteria and CLEP tests plus SAT tests as predictors, indicated that the SAT tests did not appreciably add to the grade variance measured by the CLEP tests.
Siegel, a Fortran Iv Program for Nonparametrical Methods
Authors: Vegelius Jan
Published: March 2007

The program can perform any one of those nonparametric statistical methods that is mentioned in Sidney Siegel's classical work on the subject. The user is free to select among the methods and also among the samples that are read by the program. When a particular set of samples has been treated in the prescribed way, a new set may follow together with new method definitions.
Negative Similarities
Authors: Lundberg Ulf , Devine Bernard
Published: March 2007

Two experiments were carried out for the present investigation. The first experiment was an exact replication of an experiment by Ekman (1955), where the subjects had been requested to estimate positive similarity between pairs of emotional terms. The second experiment was carried out in the same way except that the subjects were also requested to give negative estimations when they considered that a pair of words described feelings which were opposite to each other. Using factor analysis it was found that the negative estimations obtained in the second experiment were represented as zero ratings in the first one. The second experiment also yielded some additional information which was considered to be psychologically meaningful. A reanalysis of Ekman's data (1955) gave almost exactly the same result as the first experiment in the present study.
Reliable Dimensions for Wisc Profiles
Authors: Conger Anthony J. , Conger Judith Cohen
Published: March 2007

Measures of multivariate reliability are calculated for profiles of WISC subscales on three age groups. Profile dimensions based on reliability considerations are also established and matched across age groups and with factor analytic dimensions. While all possible differences among individual subscales are quite unreliable (about .51), a reduced set of five uncorrelated dimensions can be found with a more satisfactory reliability (about .87). In unrotated form, the maximally reliable dimension is essentially total IQ and the second maximally reliable dimension closely resembles a verbal-performance contrast. Four of the five rotated dimensions give a good match across age groups and with Verbal Comprehension, Relevancy, Perceptual Organization and Maze-specific factors. Guidelines for the interpretation and use of WISC subscale profiles are provided for both clinical and research uses.
A Computer Program for Detection of Statistical Outliers
Authors: Pascale Pietro J. , Lovas Charles M.
Published: March 2007

This paper presents a FORTRAN program which computes the rejection criteria of ten procedures for detecting outlying observations. These ten criteria are defined on comment cards. Appropriate journal sources for the statistical equations are listed in the bibliography. After applying the rejection rules for outliers, the program calculates the mean and standard deviation of the censored sample.
A Computer Program for Deriving Measures of Verbal Relatedness
Authors: Noval Lorraine K. , Ambrosino Robert J.
Published: March 2007

Given that the associative meanings of a word is defined as the set of associates evoked by that word and the relatedness between two words is dependent upon the degree of overlap of their respective associative meaning (Garskof and Houston, 1963), this program computes the relatedness coefficient, RC, for two values of p, the weighting exponent.
Criterion Predictability: Identifying Differences Between r2's
Authors: Malgady Robert G.
Published: March 2007

If each of k predictor variables is correlated with a criterion variable, the use of multiple t tests to assess pairwise differences between r's will compound Type I error. This note describes an overall F test for determining the significance of differences between r2's which provides an error term for use in conventional ANOVA follow-up procedures.
The Predicton of Grade Point Average in the Graduate Program in a School of Education of a Large California State University
Authors: Gustafson Charles R. , Michael Joan J.
Published: March 2007

Both for a total sample of 251 graduate students and for each of two subsamples of 153 men and 98 women who had had at least 18 units of graduate work in professional education at a large campus of the California State University and College system, a criterion measure of grade point average (GPA-GRAD) was more accurately predicted from grade point average measures of undergraduate achievement than from part scores or total scores on the Undergraduate Record Examination (URE). However, the Advance Education examination of the URE did provide statistically significant validity coefficients as well as statistically reliable increments to the coefificient of multiple determination associated with stepwise multiple regression analyses. For combinations of selected undergraduate achievement indices and standardized test measures coefficients of multiple correlation varied between .49 and .44, although some shrinkage could be expected upon cross-validation.
The Achievement Motivation Scale Revisited: a Cross-Validation Study
Authors: Romine Philip G. , Quattlebaum Rebecca F.
Published: March 2007

The Achievement Motivation Scale (AMS), a brief, non-theoretical self-report measure of motivation to do well in school, was administered to 10 classes of male and female undergraduates at two Southeastern universities. That correlation coefficients between AMS scores and undergraduate quality-point averages ranged from .30 to .53 generally supported findings by other investigators who had used the AMS with high school samples. The AMS also demonstrated cross-validated incremental validity when it was added to a conventional two-predictor regression equation involving a high school achievement index and scholastic aptitude test scores. The addition of the AMS scores raised the cross-validated multiple correlation coefficients .08 and .06 for males and females, respectively; both increments were statistically significant at the .01 level.
The Relative Performance of Five Computer Program Packages which Perform Factorial Univariate Analysis of Covariance
Authors: Pollane Leonard P. , Schnittjer Carl J.
Published: March 2007

This study was designed to provide indepth analytic comparisons of five commonly available packaged computer programs which perform factorial univariate analysis of covariance. The five packages : Statistical Analysis System (SAS), DATATEXT, Biomedical Computer Programs (BMDO3V and BMDO12V), and Statistical Package for the Social Sciences (SPSS) were compared by running each program using the same set of data. Comparative data were then tabulated according to the following criteria: (1) Manual Usability, (2) Data Processing Features, and (3) Statistical Analysis Characteristics. SAS was felt to be the best overall package based on ease of set-up, accuracy, analytic completeness, and readability. However, each program had certain features which might make it more desirable for a given analysis situation.
A Computer Program for the Generation of ARIMA Data
Authors: Green Samuel B. , Noles Keith O.
Published: March 2007

The autoregressive integrated moving averages model (ARIMA) of order (p, d, q) has been applied to time series data in psychological and educational research. The article describes a FORTRAN IV program that generates ARIMA data of a known order. The program enables researchers to explore the statistical properties of ARIMA data and to simulate systems producing time dependent observations.
A Nonparametric Analogy of Analysis of Covariance
Authors: Burnett Thomas D. , Barr Donald R.
Published: March 2007

A nonparametric test of the hypothesis of no treatment effect is suggested for a situation where measures of the severity of the condition treated can be obtained and ranked both pre- and post-treatment. The test allows use to be made of the pre-treatment rank as a "concomitant variable," and is based on the nature and degree of permutation of the post-treatment ranks relative to the pre-treatment ranks. Evidence is given which shows that the distribution of the suggested test statistic rapidly approaches the F distribution as the number of subjects is increased. For small samples, a randomization test may be performed.
Validity Studies Using the Comprehensive Ability Battery (CAB): 1. Academic Achievement Criteria
Authors: Hakstian A. Ralph , Bennet Richard W.
Published: March 2007

A new multiple-abilities battery—the Comprehensive Ability Battery (CAB)—is described, and results of five criterion-related validity studies using 11 tests of the battery are reported. The results are based on three samples of grade 11 males and two samples of grade 11 females from schools varying in terms of the students' social class backgrounds. Correlations between each of the 11 CAB tests and year-end criterion grades in seven subject areas, as well as two scholastic averages, are presented, along with correlations between simple composites of several of the more predictive CAB tests and the same criteria. Finally, the present results are compared with those reported for the most widely-used composite of the Differential Aptitude Tests—that involving Verbal Reasoning and Numerical Ability.
The Reliability of Difference Scores When Errors Are Correlated
Authors: Williams Richard H. , Zimmerman Donald W.
Published: March 2007

The usual formulas for the reliability of differences between two test scores X and Y are based on the assumption that the error scores EX and EY are uncorrelated. In modern developments of test score theory, such as that of Lord and Novick, a true score is defined as the expected value of an individual's observed score. This definition implies that true scores on any test are uncorrelated with error scores on any test, but it does not imply that error scores on distinct tests X and Y are uncorrelated. A zero correlation between the errors can be obtained only by introducing an additional assumption of "experimental independence" that does not follow from the other axioms in the model. This assumption restricts severely the class of random variables to which the usual formulas for reliability of differences will apply. The present paper investigated the reliability of difference scores in more general cases where it is not assumed that error scores on distinct tests are uncorrelated. The formulas derived are relatively simple, and they reduce to the usual ones of the classical model when EX and EY are uncorrelated.
Influence of Respondent Sets on Two Objective Measures of Achievement Motivation
Authors: Morris James H. , Wotruba Thomas R. , Settle Robert B.
Published: March 2007

Among the advantages recognized for Mehrabian's and Hermans' tests of achievement motivation are their relative ease of administration and scoring. Specifically, both measures are thought to be relatively free of the need for the controlled administration conditions necessary for comparable projective measures of achievement motivation. The writers investigated the degree to which the two measures were sensitive to systematic response bias by having respondents stimulated to elicit cognitive sets likely to result in faking behavior. The results indicated that respondents were able to influence scores systematically on both measures and that the potential influence of external stimuli should be recognized by users of these tests.
Scaling Attitude Items Constructed and Scored in the Likert Tradition
Authors: Andrich David
Published: March 2007

The statement scaling emphasis associated with the Thurstone tradition for the study of attitude provides no direct consequence for attitude measurement, while conversely, the attitude measurement emphasis in the Likert tradition provides no direct consequence for statement scaling. Both aspects of the study of attitude are unified by a generalisation of Rasch's simple logistic model for dichotomously scored achievement items. The generalized model caters for the response category system of attitude questionnaires constructed and scored in the Likert tradition, but because both statements and persons are parameterised, the model has consequences for both statement scaling and person measurement. As with the simple logistic model, the two sets of parameter estimates, in this case those of the statements and of the persons, are independent of each other. An illustration involving attitudes to the professional roles of teachers is provided.
The Use of Control Charts to Display Item Analysis Data
Authors: Rogers Paul W.
Published: March 2007

A procedure is described in this paper for the display of item analysis data using two types of control charts. The item control chart consists of a plot of item difficulty versus each item with action and warning limits drawn to denote boundaries for the 95% and 99% confidence intervals. A reference line is drawn at a mean item difficulty of 50%. The second control chart consists of a plot of item discrimination versus item difficulty for all test items. This procedure provides for a more efficient display of test data and could be used to supplement computerized item-analysis programs.
Measures of Individual Differences in Temperament
Authors: Mehrabian Albert
Published: March 2007

Reliability and validity data are presented for three orthogonal measures of temperament: trait-pleasure, trait-arousal, and trait-dominance. The KR-20 reliability coefficients for the three scales were .91, .60, and .84, respectively. Intercorrelations among the three scales were insignificant and low. Thus, the expectation that these three measures could be used as a parsimonious base for the description of temperament was confirmed. The trait-pleasure scale was correlated positively with measures of social desirability, achieving tendency, extroversion, and affiliative tendency, and was correlated negatively with measures of trait-anxiety, neuroticism, and aggression. The trait-arousal scale was not related to the social desirability scale, and was correlated positively with measures of trait-anxiety, neuroticism, and aggression. The trait-dominance scale was also free of social desirability bias. It exhibited positive correlations with measures of dominance-submissiveness, autonomy, extroversion, achieving tendency, and aggression, and negative correlations with measures of trait-anxiety and neuroticism.
A Generalized Procedure for the Rotation of Three or More Factors in G Analysis
Authors: Meyer Lennart , Holley Jasper W. , Vegelius Jan
Published: March 2007

Presents a generalized technique for the rotation of factors in G analysis in which marker variables are brought into alignment with their adjoining reference axes. The method is a further extension of an earlier system and is applicable for the rotation of any number of factors.
The Predictive Validity of the Developmental Test of Visual-Motor Integration Under Group and Individual Modes of Administration Relative to Academic Performance Measures of Second-Grade Pupils Without Identifiable Major Learning Disabilities
Authors: Curtis Connie June , Michael Joan J. , Michael William B.
Published: March 2007

For a sample of 70 second-grade pupils from a middle-class suburban community who exhibited no identifiable learning disabilities the two major objectives of this study were (1) to examine the comparability of as well as the degree of correlation between two distributions of age-equivalent scores obtained from a group and an individual administration of the Developmental Test of Visual-Motor Integration (DTVMI) (Beery and Buktenica, 1967) and (2) to ascertain whether differences existed in the predictive validity of the DTVMI when administered on a group or individual basis relative to each of four criterion measures provided by a standardized achievement test and relative to each of four sets of teacher ratings of pupil achievement in four performance areas. Use of a counterbalanced design associated with the group or individual administration of the DTVMI revealed no detectable confounding of differences between mean scores that could be attributed to practice and/or maturation effects or to order of type of test administration. The two score distributions corresponding to the individual and group administrations, which were correlated .65, revealed comparability in means, standard deviations, and general shape. With respect to the eight criterion measures, no appreciable differences existed in the magnitudes of the validity coefficients of scores arising from group and individual administrations.
On the Item Orthogonality Assumption of the G Index and Other Person Similarity Measures
Authors: Vegelius Jan
Published: March 2007

A new measure of similarity between persons applicable in Q-analysis is proposed. It allows assumptions of non-orthogonality (dependence) between the items, across which the similarity is computed. The similarity measure may also be applied in an R-analysis, when the person orthogonality assumption may be considered as doubtful. Finally an artificial example is given.
The Effects of Scoring Formulas on the Discriminant Validity of Tests of Divergent Thinking
Authors: Hocevar Dennis , Michael William B.
Published: March 2007

Two multitrait-multimethod studies were conducted to investigate the effects of two scoring formulas on the discriminant validity of the dimensions of divergent thinking. In the first study, 39 fifth-grade students were given the Torrance Tests of Creative Thinking. In the second study, 60 college students were given Alternate Uses, Plot Titles, and Consequences. Findings indicate that the discriminant validity of subjectively determined originality scores is enhanced when the scores are divided by the total number of responses (yielding a percentage score). However, when the percentage formula was used to derive flexibility scores from the Torrance Tests or an originality score based on statistical rarity from the Alternate Uses test, the coefficient alpha reliabilities dropped to near zero. This finding suggests that the utility of the percentage formula is limited to subjectively determined originality scores.
Individual-to-Group Profile Comparisons By rp: Elevation, Scatter, and Extreme Scores
Authors: Miley Alan D.
Published: March 2007

Profile matching is the subject of much methodological controversy, including the question of sensitivity of a profile similarity index to elevation and scatter. The tendency to extreme scores (TES) is a function of elevation and scatter, affecting sensitive indices, such as Cattell's rp, in such a way that a flat profile (low TES) will, in general, be found more similar to a standard than will an extreme profile (high TES). TES is an artifact when profile matching is used in clinical diagnosis. TES was found to account for 60% of the variance among rps to 118 criterion groups, with marked effects on individual subjects.
On Whidd Analysis
Authors: Vegelius Jan , Janson Svante , Jonsson Henrik
Published: March 2007

A discriminant analysis method, called the WHIDD-analysis is presented. It is rather similar to Holley's G-analysis. However, it does not utilize any component analysis and is thus cheaper and simpler to use. The WHIDD-analysis uses the weighted H-index as the E-correlation coefficient. In two different sets of data only one person out of 32 were erroneously classified. This was the same accuracy as the more complicated weighted G-analysis had shown. The WHIDD-analysis seems to be an interesting, cheaper alternative.
A Construct Validation of Faculty Orientations Toward Grading: Comparative Data From Three Institutions
Authors: Geisinger Kurt F. , Wilson Amos N. , Naumann John J.
Published: March 2007

This investigation added to the construct validation of four faculty attitudes about grading. Three of these attitudes followed Thorndike's (1969) theory of grading and represented separate orientations toward grading: the criterion-referenced, the norm-referenced, and the self-referenced attitudes. The fourth attitude was concerned with an overall evaluation of the usefulness and value of grading (positive vs. negative). Faculty members from three dissimilar institutions of higher education were compared with respect to these four attitudes. One institution was a large, state university; another was a small, private, four-year college; and the last was an urban community college which has a large proportion of minority students. Approximately 50% of the undergraduate instructors from each of the institutions completed the surveys. The results followed anticipated patterns. University faculty were more norm-referenced than the other two faculties. The community college faculty strongly espoused the self-referenced perspective. Unanticipatedly, the four-year college faculty were least favorable overall about grading, perhaps because they did not strongly endorse any of the orientations. Explanations for these findings were advanced.
Coefficients of Association Analogous to Pearson's r for nonparametric Statistics
Authors: Stavig Gordon R. , Acock Alan C.
Published: March 2007

The rz and rp coefficients of association are discussed. Both coefficients, like Pearson's r, are based on a z/zmax framework. They yield coefficients directly comparable for all levels of measurement being based on an obtained/maximum departure from independence in z units interpretation. The r z coefficient can be applied to any nonparametric test statistic in which a normal approximation equation is appropriate. The rp coefficient is applicable to any nonparametric test statistic in which exact probabilities are known.
Cognitive and Affective Factor Dimensions in Each of Four High School Samples of Different Ethnicity
Authors: Michael William B. , Lehn Thomas , Vladovic Richard , Cooper Terri
Published: March 2007

For each of four different ethnic samples of eleventh grade high school students—292 Anglos, 28 Asians, 38 blacks, and 190 Latinos, a factor analysis of the intereorrelations of scores on a standardized reading test, grades earned in History, English, and a Science/ Mathematics course, and scores received on six measures intended to reflect different dimensions of academic self-concept revealed three factors described as Academic Achievement, Positive Academic Affect , and Anxiety. In addition to displaying essential factorial in variance across the four samples, the results showed that the factor structure of each of the four rotated solutions served to explain the criterion-related validity coefficients obtained by Lehn, Vladovic, and Michael (1980) in a companion study.
The Factor Dimensions of a Revised Scale for Student Client Evaluation of Counselors in a University Counseling and Testing Center
Authors: Shaffer Phyllis , Murillo Nathan , Michael William B.
Published: March 2007

For a sample of 241 student clients who evaluated their counsel ors in a university counseling and testing center on a revised form of the Evaluation of Counselors Scale (EOC-R), a factor analysis of the intercorrelations of student responses to 20 items yielded 5 or thogonal dimensions reflecting their perceptions of satisfaction (dis satisfaction) with the counseling experience: (a) Personal Growth and Improved Self-Understanding, (b) Experience with Counseling and Testing Center (Primarily with Support Staff Members and with Atmosphere), (c) Counselor Effectiveness, (d) Distrust in and Lack of Understanding by Counselor, and (e) Career and Academic Plan ning. The factors identified were essentially the same as those found with an initial form administered to a different sample of student clients two and one-half years previously at the same institution. It was concluded that the factorial validity of the new form was basi cally not different from that of the earlier form.
Within and Among Population Item Fit with the Simple Logistic Model
Authors: Andrich David , Kline Paul
Published: March 2007

The Rasch simple logistic model is used to examine the relative item parameter values of a personality inventory with respect to populations cross classified by sex and country. If the model holds across populations these values should be statistically equivalent. However, while the items conform to the model within each of the populations, half the items show significant discrepancies among the populations. These discrepancies are interpreted both statistically and substantively in terms of main effects and interactions.
Stability of Two Piagetian Scales with Severely and Profoundly Retarded Children
Authors: Silverstein A.B. , Brownlee Linda , Hubbell Mimi , McLain Richard E.
Published: March 2007

Corman and Escalona's scales for Object Permanence and Spatial Relationships were administered to 98 severely and profoundly retarded children on three occasions, with intervals of six months between successive administrations. Correlations between the scores on the three administrations ranged from .76 to .87, and the mean change was less than one point on each of the scales. These findings demonstrate the high stability of the scales when environmental conditions are themselves highly stable.
A Comparison of Factor Dimensions in Revised Scales for Student Client Evaluation of Counselors in a University Counseling and Testing Center
Authors: Shaffer Phyllis , Murillo Nathan , Michael William B.
Published: March 2007

For a sample of 146 student clients who judged the effectiveness of their counselors in a university counseling and testing center on a modified form of the Evaluation of Counselors Scale (EOC), a factor analysis of the intercorrelations of student responses to 19 items provided four orthogonal dimensions portraying perceptions of satisfaction (or dissatisfaction) with the counseling experience: (a) Personal Growth, (b) Atmosphere or Environment of the Counseling Center, (c) Trust or Confidence in the Counselor, and (d) Competence in Test Interpretation and Academic-Career Counseling Skills. A formerly identified factor of Counselor Effectiveness appeared to merge with Personal Growth—a circumstance that might have been associated with the rewording of one item and omission of another that had been considered somewhat ambiguous. It would appear that in general the modified form of the EOC reflects essentially the same constructs as those found in earlier versions.
A Construct Validation Study of the Fennema-Sherman Mathematics Attitudes Scales
Authors: Broadbooks Wendy J. , Elmore Patricia B. , Pedersen Katherine , Bleyer Dorothy R.
Published: March 2007

The Fennema-Sherman Mathematics Attitudes Scales were administered to 1541 junior high school students. To investigate the construct validity of the scales, factor analyses were performed on the responses to the 108 items comprising the scales. Additional factor analyses of the scale scores were performed, and a comparison was made with results reported by Fennema and Sherman (1976). Analysis of the items led to the interpretation of eight factors. The results generally provided empirical evidence to support the theoretical structure of the Fennema-Sherman Mathematics Attitudes Scales.
A Factorial Study of the Moral Content Components Test
Authors: Jensen Larry , Taylor Andrew , Burton John
Published: March 2007

The Moral Content Components Test was administered to 425 students enrolled at Brigham Young and Iowa State Universities and their parents. Through a factor analysis it was found that the eight component scales described by Boyce and Jensen could be reduced to three factors. The three moral content factors were Act, Rule, and Deontological orientations. These three factors are viewed as the fundamental units of the theoretical model proposed by Boyce and Jensen.
Kindergarten Prediction of Reading Achievement: A Seven-Year Longitudinal Follow-Up
Authors: Fletcher Jack M. , Satz Paul
Published: March 2007

This paper presents a seven-year longitudinal evaluation of the utility of a kindergarten screening battery for predicting achievement. Based on use of discriminant function analysis and statistical decision theory, results revealed that the battery, administered initially in kindergarten, retained high utility for predicting current achievement outcomes at the end of Grade 6 in this sample.
Multi-Subject Behavior Functions Logically Based on Shine's Actualized and Pure Single-Subject Behavior Functions
Authors: Shine Lester C.
Published: March 2007

For multi-subject experiments with all factors repeated (a single independent group of subjects), three multi-subject behavior functions are identified which are logically based on Shine's actualized and pure single-subject behavior functions. These three multi-subject behavior functions are discussed and methods for statistically analyzing them are indicated. The basic ideas are extended to multi-subject experiments with some factors nonrepeated (several independent groups of subjects).
Individualizing Assessment of the Learning Path of Students Using Computer Assisted Learning
Authors: Brown K. G.
Published: March 2007

As a student moves through a programmed instruction lesson, his responses are recorded. How can these data be organized so that student comparisons can establish common difficulties? A graphical method is proposed which develops individual branching graphs showing the learning path of each student. All teaching programs assume a hierarchy of skills, but if invalid, students will encounter difficulties which are shown on the individual's graph. Questions can also be used to measure skill levels which are analyzed by other techniques to confirm or disconfirm the hierarchy in the teaching program. A sample program is presented, and steps are explained to yield a branching matrix plot for each of two students. The computer draws the graphs which are used to improve the program and to provide evidence to support a proposed skill hierarchy.
Psychometric Characteristics of the UCLA Loneliness Scale: A Study with Iranian College Students
Authors: Hojat Mohammadreza
Published: March 2007

The purpose of this study was to investigate the psychometric characteristics of the revised UCLA Loneliness Scale in Iranian groups. The data for two groups of Iranian college students were analyzed. Group I consisted of 232 Iranian students (156 males, 76 females) who were studying in American universities. Group II comprised 305 Iranian students (168 males, 137 females) who were studying in Iranian universities. The obtained correlations between each item of the scale and the total score were mostly in the upper fifties and the lower sixties. The coefficient alpha estimates of reliability were .89 and .88 in Group I and Group II, respectively. Significant positive correlations were found between the scores of the UCLA Loneliness Scale and measures of other conceptually related variables such as depression, anxiety, and neuroticism. Also, negative correlations were observed between the Loneliness Scale on the one hand and measures of self-esteem and extroversion on the other hand. Factorial structure of the UCLA Loneliness Scale tended to support the multidimensionality of the scale. The obtained results provided evidence supporting the validity and reliability of the scale for Iranian college students.
Significance Tables for the Biserial and the Point Biserial
Authors: Terrell Colin D.
Published: March 2007

Tables are presented giving the critical values of the Biserial and the Point Biserial correlation coefficients (when the null hypothesis assumes a value of zero for the coefficient) at the 0.05 and the 0.01 levels of significance.
Nonorthogonal Analysis of Variance: Putting the Question before the Answer
Authors: Howell David C. , Mcconaughy Stephanie H.
Published: March 2007

There has been considerable debate in the literature concerning the "appropriate" method for calculating least squares analysis of variance with unequal sample sizes. It is argued here that the choice of the appropriate method depends upon the question the experimenter wants to answer about the data. The different questions reflect different null hypotheses. An example is presented to demonstrate the practical effects of using two alternative methods of analysis (weighted and unweighted means) and the null hypotheses tested under each method. It is shown that the different methods address substantially different experimental questions. Procedures advocated by Appelbaum and Cramer (1974) are challenged on several grounds. An argument is also presented against use of Overall and Spiegel's Method II, based on the general uninterpretability of the hypotheses tested.
Development and Validation of the Teacher Evaluation Needs Identification Survey'
Authors: Iwanicki Edward F.
Published: March 2007

Although current accountability trends have drawn considerable attention to the evaluation of teacher performance, little research has been conducted in this area. One reason for this lack of research is the sparsity of quality instruments for assessing the status of teacher evaluation programs. The purpose of this article was to describe the procedures used to develop and validate an instrument appropriate for assessing the status of teacher evaluation practices in schools, the Teacher Evaluation Needs Identification Survey (TENIS). Data are presented substantiating the reliability and validity of TENIS as well as its sensitivity to differences in teacher evaluation programs. Such evidence strongly supports the use of this instrument in research studies focusing on teacher evaluation practices in schools.
A Re-Examination of the Use of the Test of Standard Written English and Resulting Placement for Older Upper-Division and Master's Level Students
Authors: Suddick David E.
Published: March 2007

The Test of Standard Written English (TSWE) was developed to assess the ability of college students to use English. Most of the research has validated the use of the TSWE with freshman level students. The one study with older junior and master's degree level students was replicated with the one-year cumulative grade point average serving as the criterion variable. Confirmed was the finding that TSWE scores, resulting placement, and subsequent success in an English course (if required) was predictive of the academic success of older upper-division and master's level students.
An Instrument to Measure Attitude toward School Subjects
Authors: Gable Robert K. , Roberts Arthur D.
Published: March 2007

The development of the Gable-Roberts Attitude Toward School Subjects (GRASS) measure is described. Content validity is discussed; construct validity and alpha reliability data gathered on 893 high school students are presented for the attitude dimensions: General Interest, Usefulness, and Relevance.
On the Use of Facet Importance as a Weighting Component of Job Satisfaction
Authors: Caston Richard J. , Briato Rita
Published: March 2007

Though past research has not supported the strategy of using importance weights in constructing an overall index of job satisfaction from measures of satisfaction with diverse workplace facets, researchers should not be lulled into concluding that importance measures will not be useful in their research. Importance weights not only can contribute a good deal to scaling procedures when a multivariate framework is used that represents the additive and multiplicative contributions of work place facets and facet importance to a criterion, but even where the construction of scales is not of interest, importance weights may be used for tests of the worker-to-job fit hypothesis. These points are illustrated with moderator regression techniques on data representing the job satisfaction of 401 registered nurses in a large Western metropolitan area.
A Method for Constructing Data Which Illustrate Three Types of Suppressor Variables
Authors: Lutz J. Gary
Published: March 2007

A method is presented for the construction of an artificial data set which will illustrate the behavior of the traditional, the negative, and the reciprocal suppressor variable in multiple regression analysis. It extends the method of Dayton (1972) and includes the previously unrecognized reciprocal suppression defined by Conger (1974).
An Investigation of the Item Characteristics, Reliability, and Validity of the Inquiry Mode Questionnaire
Authors: Bruvold William H. , Parlette Nicholas , Bramson Robert M. , Bramson Susan J.
Published: March 2007

Initial assessments of the item characteristics, reliability, and validity of the Inquiry Mode Questionnaire (InQ) are reported. The InQ attempts to measure the characteristic thinking style of individuals on five major dimensions: synthesist, idealist, analyst, realist, and pragmatist. Item analyses showed that the items comprising each subtest correlated highly with total subtest scores and differentiated high and low scorers in each subtest. A test-retest reliability study showed that subtest reliabilities, although higher than subtest intercorrelations, were not high enough to warrant interpretation of individual subtest scores. However, and most important, profiles of subtest scores were judged to possess the degree of reliability probably necessary for individual score profile interpretation. Factor analyses of item data provided some support for the five theoretical factors noted as did analysis of average profiles for several occupational and professional groups. Based on these data, the conclusion was reached that the InQ is a promising new instrument worthy of use coupled with research to assess further its reliability and validity.