bluuebunny/crossref_metadata_2025 huggingface dataset:
Race, Ethnicity and Difference versus Imagined Homogeneity within the European Union
Authors: Gaine Chris
Published: March 2008

This article argues three things. First, it argues that the perception of diversity being problematic in Europe has been generated largely by non-European immigration into urban areas. This has been Britain's experience for 50 years and Spain's for barely 15, but whether the immigrants are excolonial, Turkish or Balkan migrant labour, or Africans escaping economic despair, they are likely to be seen as troublingly ‘other’. The second argument is that partly in response to this there is a degree of policy convergence about protection from discrimination, although it is complex, has several motives and is subject to many local variations. Thirdly, the article reviews the existing diversity within Europe before the immigration of the late twentieth century and argues that historic ‘indigenous' minorities have received less recognition and legal protection, primarily because of the very notions of national identity now troubled by immigration.
Validity of the interview on pets kept at home for predicting the actual domestic expsoure to their specific allergens. Krakow inner city area study
Authors: Jedrychowski Wieslaw , Perera Frederica , Maugeri Umberto , Zembala Marek , Hajto Barbara , Flak Elzbieta , Mroz Elzbieta , Sowa Agata
Published: March 2008

The aim of the study was to describe the exposure to dog (Can f 1) and cat (Fel d 1) allergens within homes of very young children living with and without pets, and to assess the validity of the interview on pets for predicting the actual exposure to pet allergens in house dust. House dust samples were collected in 275 dwellings from the mattresses, children’s bedroom and kitchen floors. In the laboratory, dust samples were analyzed for Can f 1 and Fel d 1 using monoclonal antibody enzyme-linked immunosorbent assays (ELISA). The majority of households (79.3%) had neither a dog nor a cat living in the home over the past 6 months preceding the survey. Dog allergen above 2 μg/g dust were found in 22.5% of homes and 14.2% of homes contained dog allergen above 10 μg/g of house dust. In the total study sample, cat allergen above 1 μg/g of dust were found in 12.7% of homes, and 3.3% of homes contained Fel d 1 levels greater than 8 μg/g of dust. The majority of children (75.0%) with reported ownership of dogs were exposed to Can f 1 levels above 2 μg/g of house dust, and 73.1% of children with cats at home were exposed to Fel d 1 concentrations above 1 μg/g house dust. The results of the study showed that post-test probability of the true exposure to Can f 1 above 2 μg/g dust in houses with positive interview on indoor dogs was 75.0% (95%CI: 61.7–84.8%). On the other hand, the prediction of exposure estimated from the interview data on indoor dogs produced 12.6% of false negatives (95% CI: 9.9–15.8%). Similarly, the post-test probability of the true exposure to Fel d 1 above 1 μg/g dust in houses with positive interview on indoor cats was 73.1% (95%CI: 55.1–85.7%). On the other hand, the interview data produced 6.4% false negatives (95% CI: 4.6–9.0%). In conclusion, the study demonstrated that homes in Poland with pet ownership are important reservoir of Can f 1 and Fel d 1 allergens with levels that might induce allergic symptoms. Even in homes of children without a dog or cat indoors, there was a higher prevalence of pet allergens at the levels above allergic sensitisation thresholds. This may have an important implication for epidemiologic studies on pet related allergy and prevention practice.
The tumor supressor function of STGC3 and its reduced expression in nasopharyngeal carcinoma
Authors: He Xiu-Sheng , Deng Min , Yang Shuai , Xiao Zhi-Qiang , Luo Qiao , He Zhi-min , Hu Bo , Chen Zhu-Chu
Published: March 2008

STGC3 is a novel candidate tumor suppressor gene that was found to be associated with nasopharyngeal carcinoma (NPC) via the cDNA cloning and RACE processes. The biological function of the STGC3 protein and its expression level in nasopharyngeal carcinoma remain unknown. This study aimed to evaluate the STGC3 protein expression level in NPC and to investigate the inhibitory function of STGC3 as a candidate tumor suppressor gene. We assessed the expression of the STGC3 protein in NPC biopsies and normal control specimens via Western blot and immunohistochemical analysis. The expression of STGC3 as induced by doxycycline (Dox) via a tetracycline (Tet)-regulated system in human nasopharyngeal carcinoma cell line CNE2 was also established, and the effect of STGC3 restoration on the biological behavior of CNE2 was observed. A reduced level of STGC3 expression (0.978 ± 0.213 versus 0.324 ± 0.185, P < 0.05) was detected in NPC versus normal nasopharyngeal tissue by Western blot assay. Immunohistochemical assays for STGC3 detected positive staining in the nuclei and cytoplasm of epithelial cells, and the positive expression rate in NPC, 8 of 21 (38%), was lower than that in normal nasopharynx samples, 16 of 22 (72%). After STGC3 expression was restored, the growth capacity and clone formation potential of CNE2 cells in soft agar were significantly suppressed, and the cell percentage in G0/G1 phase increased, while the percentage of cells entering the S and G2 phases decreased. This indicates that an abnormality in STGC3 expression is associated with nasopharyngeal carcinogenesis and that it may play an important role in controlling cell growth and regulating the cell cycle.
Towards a new concept for high sensitivity Compton scatter emission imaging
Authors: Nguyen Mai K. , Driol Clémence , Truong Tuong T. , Zaidi Habib
Published: March 2008

A new efficient scheme for imaging gamma-emitting objects is advocated in this work. It is elaborated on the recent idea of collecting data, using a detector equipped with a parallel-hole collimator, from Compton scattered photons to reconstruct an object in three-dimensions. This paper examines a working mode without collimation, which should increase its sensitivity and field of view. To simplify the otherwise complex mathematical formulation, we choose to discuss the image formation process in two-dimensions, which can be implemented with a slit collimator. Comparison with the standard collimated case, via the analysis of the shapes of the respective point spread functions (PSF), shows marked improvements and numerical simulation results, obtained using a brain phantom, support the viability and attractiveness of this new imaging modality.
Contrast Coding in Least Squares Regression Analysis
Authors: Kaufman David , Sweet Robert
Published: March 2008

The use of multiple regression as a data-analytic tool is examined for the cases of balanced and unbalanced designs. The utility of this method for testing specific contrasts, both orthogonal and non-orthogonal, is discussed and some interpretive cautions are examined. An example is given to illustrate the four design situations which are possible under the different coding and cell size conditions.
The Effects of Family Size, Birth Order, Sibling Separation and Crowding on the Academic Achievement of Boys and Girls
Authors: Nuttall Ena Vazquez , Nuttall Ronald L. , Polit Denise , Hunter Joan B.
Published: March 2008

Family constellation variables such as family size, birth order, spacing of children, and crowding were related to academic achievement when IQ was controlled. The sample consisted of 306 girls and 247 boys from large and small families living in four suburban Boston communities. It was found after controlling for IQ that small family boys tended to have better grades than did large family boys. First born girls had higher academic achievement than did latter born girls. Thus a sex-specific pattern of relationships between family constellation and academic achievement appeared. It was suggested that first born girls were more likely to develop patterns of responsibility and hard work which helped them academically. Boys in small families were possibly more oriented toward adult values while large family buys may have been more influenced by peer group, anti-academic values. Crowding was negatively related to achievement for both sexes but its effect became non-significant when IQ was controlled. Sibling spacing was significantly related to achievement only for boys and also lost significance when IQ was controlled.
Motivational Effects of Normative Feedback Following Success-Failure Experience on Attribute Identification Performance
Authors: Lee Seong-Soo
Published: March 2008

Each of 42 college subjects performed first on a conjunctive attribute identification task and then was subjected to one of seven treatment conditions, six experimental and one filler control. The six conditions resulted from variations of two nested factors: Experience (success vs. failure) followed by Reference Group Norm (above- vs. equal-to- vs. below-RGN). Finally, each subject performed on a conjunctive criterion task similar to the initial one. Having repeatedly succeeded initially, the subjects given equal-to-RGN feedback performed most efficiently, while those given above- or below-RGN feedback did not perform any better than the control subjects. Having repeatedly failed initially, the subjects given equal-to-RGN feedback showed the most performance decrement, while those given above- or below-RGN feedback did not show any performance decrement. These findings were interpreted to support the hypothesis that the subjective probability induced by normative feedback mediates performance via an experimentally produced motive-like orientation.
Cognitive Style, Conceptual Tempo and Problem Solving: Modification through Programmed Instruction
Authors: Greer R. Nancy , Blank Stanley S.
Published: March 2008

The relationships between cognitive style, conceptual tempo and problem solving strategies of 81 fifth-grade students were examined. While cognitive style was not found to be related to strategies employed during problem solving, conceptual tempo influenced both time spent and quantity and quality of questions asked. Effectiveness of programmed instruction in developing analytic and reflective problem solving abilities was also investigated. This form of training was effective in increasing time spent on the four criterion problems. Improvement was also seen in the quantity and quality of questions asked. Aptitude by treatment interactions indicated that modification of the program in the direction of more externally controlled pacing may be required for the very non-analytic and impulsive child.
The Validity of Students’ Evaluations: Classroom Evaluations of Instructors Independently Nominated As Best and Worst Teachers by Graduating Seniors
Authors: Marsh Herbert W.
Published: March 2008

Graduating seniors nominated instructors in their major departments who were “most outstanding” or “least outstanding.” The following academic year, evaluations of 62 instructors, 31 “most outstanding” and 31 “least outstanding,” were selected from all courses evaluated as part of a university-wide program of instructional evaluation. Although retrospective nominations of graduating seniors were experimentally independent and differed in nature from the classroom evaluations of current students, the nominations showed good correspondence with the classroom evaluations. The classroom evaluations of the “most outstanding” instructors were consistently much higher than those of the “least outstanding” instructors on all evaluation scores except the “Difficulty/Workload” factor. However, the lack of statistically significant differences on the background variables describing the course, the student and the instructor’s teaching experience suggests that the two criterion groups were similar in other aspects. These findings offer support for the validity of students’ evaluations of instructional effectiveness by showing that the distinction between instructors nominated “most outstanding” and “least outstanding” by graduating seniors is reflected in their classroom evaluations.
Subject Matter and Classroom Climate: A Test of Holland’s Environmental Propositions
Authors: Hearn James C. , Moos Rudolf H.
Published: March 2008

High school classes were assigned to five types using the Holland typology, and the climates were assessed using the Classroom Environment Scale. Results for the most part supported the descriptive propositions of Holland’s classification. For example, Investigative classes such as mathematics and science tended to emphasize task orientation and teacher control but to de-emphasize involvement, affiliation, and innovation. However there were some surprises, and Holland’s hexagonal model of the similarity between types received only weak support.
Interactive Effects of Prior Mathematics Preparation and Level of Instructional Support in College Calculus
Authors: Pascarella Ernest T.
Published: March 2008

A quasi-experimental design was used to investigate aptitude-treatment interaction in conditions of high instructional support (Personalized System of Instruction) and low instructional support (Lecture). A test for the homogeneity of regression coefficients indicated a significant (p <. 01) prior mathematics preparation x level of instructional support interaction. The most dramatic differences in post-course achievement favoring the high instructional support condition accrued to those students at the relatively lowest levels of prior mathematics preparation. Moreover, as level of prior mathematics preparation increased, the achievement differences between levels of instructional support tended to decrease. A verification analysis conducted on a separate sample yielded essentially the same interactive effect.
Ethnicity and Sex Distinctions in Patterns of Aptitude Factor Scores in a Sample of Urban High School Seniors
Authors: Hennessy James J , Merrifield Philip R
Published: March 2008

Three aptitude factor scores for each of 2,985 college-bound, urban high school seniors were used to compare patterns and levels of performance by sex and ethnic group membership. The results indicated that within ethnic groups, men and women exhibit patterns of scores characteristic of their sex. Significant differences in levels of performance between ethnic groups were found on the three factors, and differences on two factors were found for males and females.
Factorial Modeling in Support of Causal Inference
Authors: Lohnes Paul R.
Published: March 2008

This paper describes and justifies a new method for analyzing correlations in support of causal inference. Named Factorial Modeling (FaM), its motivations are (1) Social scientists have an obligation to hypothesize the probable causes of the phenomena they seek to explain, and (2) In the interests of discipline and parsimony, causes should be operationalized as uncorrelated variables. Applying a simple algebra to the correlation matrix, FaM produces a structural equation for each variate in the research, thus analyzing all the variances and covariances. The advantage of the FaM method is that the natural language of domains of measurement which are known to be relevant can be respected in the hypothesizing of causes. Since the algorithm does not attempt to maximize or minimize anything, a loose fit to the data will be obtained; but it is suggested that such loose-fitting models may travel well to other situations to which generalization is attempted. The FaM method is illustrated on a small example, for which path analysis, LISREL-type analysis, canonical correlation, and commonality analysis results are also given to provide comparisons with other methods of modeling. Predictions of the impacts of policy manipulations under a model obtained from FaM are demonstrated.
The Interactive Effects of Consonant and Dissonant Teacher Expectancy and Feedback Communication on Student Performance in a Natural School Setting
Authors: Means Virginia , Moore J. William , Gagné Ellen , Hauck William E.
Published: March 2008

High, neutral, and low statements of success expectancy were paired with positive and negative success feedback statements in a 2 x 3 factorial design involving 43 low-achieving high school students. The communication was applied to reading comprehension lessons in 10 daily class sessions with two dependent variables, comprehension (test scores) and effort expended as measured by the rate of lessons completed on 33 reading exercises. Incongruent communication combinations (e.g., high success expectancy-negative feedback) produced higher comprehension than congruent combinations (e.g., high success-positive feedback). There were no reliable differences in effort expended. The results are amenable to both an arousal theory and an attribution theory interpretation with some evidence that the attribution interpretation explains the findings more adequately.
A Hierarchical Analysis of Selected Naturally Occurring Aptitude-Treatment Interactions in the Third Grade
Authors: Corno Lyn
Published: March 2008

The study assessed the incidence of selected naturally occurring aptitude-treatment interactions (ATI) in the context of a field experiment in the third grade. Data were analyzed to determine between-class and relative standing, within-class effects, in addition to individual overall analyses. Analyses were also performed separately using classroom observations of teachers and individual children as treatments. Results indicate the degree to which the cognitive performance of classes and individual learners within classes were influenced by the combination of student ability and anxiety aptitudes, and teacher structuring and participation demand behavior. In the 33 sample classes, psychologically meaningful ATI were found that were also consistent with prior research.
Relationships Between Classroom Behaviors and Student Outcomes in Junior High Mathematics and English Classes
Authors: Evertson Carolyn M. , Anderson Charles W. , Anderson Linda M. , Brophy Jere E.
Published: March 2008

Sixty-eight teachers (39 English and 29 mathematics) were observed in two of their class sections with a low-inference coding system designed to record context, teacher, and student behaviors. Relationships among teaching behaviors and student outcomes in mathematics classes suggest that elements of both the direct instruction model and indirect influence model are supported. Results in English classes are less clear.
The Effect of Classroom Structure on Shared Perceptions of Ability
Authors: Rosenholtz Susan J. , Wilson Bruce
Published: March 2008

The degree of ability differentiation—shared understandings of ability differences—which occurs in classrooms, can be theoretically attributed to the uniformity of criteria comparing students and to the number of dimensions on which those criteria are applied. We identify a cluster of classroom characteristics, labeled “classroom resolution,” hypothesized to produce variation in the degree of ability differentiation: grouping practice, teacher evaluation practice, task differentiation, and student autonomy.

Surveying upper-grade students and teachers from seven low resolution and eight high resolution classrooms, we find that consensus on an individual’s academic ranking is higher among classmates, between classmates and self, between teacher and classmates, and between teacher and self in high resolution classrooms. The results suggest that classrooms, varied by resolution, provide different interpretations of ability.
How Teachers Explain Students’ Academic Performance: A Categorization of Free Response Academic Attributions
Authors: Cooper Harris M. , Burger Jerry M.
Published: March 2008

A 12-category scheme is presented, which synthesizes systems developed by Frieze, Bar-Tal and Darom, and the present authors. The attribution categories vary along three dimensions relevant to teacher behavior: internality, stability, and teacher efficacy (or the degrees of teacher influence over the performance outcome). A study is then reported which found (1) students training to be teachers were aware of the teacher efficacy implications of attributions and (2) teacher efficacy was related to behavior intentions. Finally, examination of the convergent validity of academic attribution findings indicates that conclusions regarding (1) teacher expectations and performance attributions, and (2) unexpected events are methodologically robust.
The Effect of Two School-based Intervention Programs on Depressive Symptoms in Preadolescents
Authors: Butler Lenora , Miezitis Solveiga , Friedman Ronald , Cole Ester
Published: March 2008

Fifty-six fifth- and sixth-grade children, manifesting depressive symptoms as judged by teachers and in response to a self-report Depression Battery were assigned to one of the following 10-week intervention conditions: Role Play (treatment), Cognitive Restructuring (treatment), Attention Placebo, or Control. Both quantitative and qualitative improvements were observed for several children in the Role Play and Cognitive Restructuring treatments, though the gain was more dramatic in Role Play.
The Definition of Test Items: A Descriptive Approach
Authors: Lucas Peter A. , McConkie George W.
Published: March 2008

An approach is described for the characterization of test questions in terms of (1) the information in a passage relevant to answering them, and (2) the nature of the relationship of this information to the questions. The approach offers several advantages over previous proposals based on the specification of algorithms for the production of all possible members of a class of test items. Among these are (a) the ability to consider information in a passage that relates to a question but is not part of the text segment from which it was generated, and (b) a relative lack of reliance on procedures for uniquely assigning a structural description to the text.
An Experimental Study of the Effects of Class Size
Authors: Shapson Stan M. , Wright Edgar N. , Eason Gary , Fitzgerald John
Published: March 2008

The study investigated the effects of four class sizes (16, 23, 30, and 37) on teachers’ expectations; the attitudes and opinions of participants (students and teachers); student achievement in reading, mathematics, composition, and art; student self-concept; and a variety of classroom process variables (e.g., teacher-pupil interaction, pupil participation, method of instruction). Teachers and students were randomly assigned to a class size in Grades 4 and 5. A total of 62 classes in three school districts in Metropolitan Toronto participated in the two-year study. Findings indicated that teachers had definite expectations of class size effects that subsequently were reported to be confirmed by their experience in the study. However, most other results failed to support teachers’ opinions. Few of the observed classroom process variables were affected by class size. Although students’ mathematics-concept scores were higher in size 16 than 30 or 37, there were no class size effects for the other achievement measures (reading, vocabulary, mathematics-problem solving, art, and composition) or for students’ attitudes and self-concepts.
Race and Sex Group Equity in Higher Education: Institutional and Major Field Enrollment Statuses
Authors: Thomas Gail E.
Published: March 2008

Office of Civil Rights data were used to examine how blacks and whites and males and females were distributed in different types of higher educational institutions and in academic major fields within higher educational institutions in the mid 1970’s. Findings show that black participation in higher education in 1976 remained largely concentrated in traditionally black Southern institutions and in four-year colleges. Also, black students as well as females remained severely underrepresented in graduate and professional institutions in 1976. In addition, examination of major field distributions indicates that in 1974 blacks and females were still greatly overrepresented in education and the social sciences and underrepresented in the technical sciences. Issues relevant to increasing the meaningful participation of blacks and females in higher education are raised for policy consideration.
The Influence of Student, Course, and Instructor Characteristics in Evaluations of University Teaching
Authors: Marsh Herbert W.
Published: March 2008

This study examined the relationship between student evaluations and a set of 16 background characteristics (e.g., class size, expected grade, reason for taking course, etc). Class average responses in 511 undergraduate courses taught by a total of 221 different instructors were analyzed. Each separate background variable generally explained less than 5 percent of the variance in any one student evaluation score, and there was little nonlinearity in any of these bivariate relationships. Several different multivariate analyses each suggested that 12 to 14 percent of the variance in the student ratings could be explained by the entire set of 16 background variables. Four background variables were most influential: more favorable ratings were correlated with higher Prior Subject Interest, higher Expected Grades, higher levels of Workload/Difficulty, and a higher percentage of students taking the course for General Interest Only. A path analysis demonstrated that students’ Prior Subject Interest had the strongest impact on student ratings, and that this variable also accounted for about one-third of the relationship between Expected Grades and student ratings.
A Structural Analysis of Achievement Orientation Derived from a Longitudinal Study of Students in Israeli Schools
Authors: Shye Samuel
Published: March 2008

The Guttman Smallest Space Analysis (SSA) was applied to 51 variables collected on 850 children in 48 Israeli schools, grades 4 through 9. Two alternative mapping sentences were derived for defining the concept achievement orientation. The two definitions fit the patterns of students of both Eastern and Western origin, but relations among the components of the structure were weaker for the Eastern group.
An Example of the Use of Fuzzy Set Concepts in Modeling Learning Disability
Authors: Horvath Michael J. , Kass Corrine E. , Ferrell William R.
Published: March 2008

The way a particular clinician judges, from data, the degree to which a child is in the category “learning disabled” was modeled on the basis of the clinician’s statement of the traits that comprise the handicap. The model illustrates the use of fuzzy set theory to make a formal model from a vague and imprecise verbal model. The method can facilitate research in areas where understanding of phenomena is not yet well developed.
Causal Attribution for Performance By Cross-age Tutors and Tutees
Authors: Medway Frederic J. , Lowe Charles A.
Published: March 2008

In two studies, 122 children participating in cross-age tutoring programs were asked to indicate what they saw as the causes of successful or unsuccessful learning using tutorial instruction. Regardless of when attributions were measured (prior to, during, or after tutoring), both tutors and tutees felt that tutorial learning was most dependent on effort rather than ability factors. Also, children tended to attribute positive learning consequences to their tutoring partner, but tended to attribute negative learning consequences to themselves. Findings are related to both attribution theory and cross-age tutoring.
Schemata, Cognitive Structure, and Advance Organizers: A Reply to Anderson, Spiro, and Anderson
Authors: Ausubel David P.
Published: March 2008

Anderson, Spiro, and Anderson assert that my assimilation theory of meaningful learning and retention (and, more especially, the nature and functions of anchoring or subsuming ideas in cognitive structure and their effects on learning from text) is “hopelessly vague.” They also represent my concept of advance organizers as consisting of “a few abstractly worded sentences:” intended to facilitate textual learning directly rather than through appropriate modification of the learner’s existing cognitive structure. Lastly, they assert that since the research findings on the effects of advance organizers are allegedly “inconclusive,” “there is cause for doubts about the entire theory.” Documented examination of these assertions indicates that they are completely unspecified, unsubstantiated, and undocumented, as well as based on indisputable misrepresentation of published material and on logical non sequiturs.
Does Socioeconomic Status Bias the Assignment of Elementary School Students to Reading Groups?
Authors: Haller Emil J. , Davis Sharon A.
Published: March 2008

This study examined the standardized reading test scores, family socioeconomic status (SES), and teacher-assigned reading groups of pupils in 37 midelementary classrooms from four school districts. The analysis assessed: (1) the relative relationship of SES and reading test measurements with assignments to reading groups; (2) the relative degree of socioeconomic segregation resulting from grouping based on teacher judgments and reading tests; (3) the relationship of teachers’ own SES background to the extent of socioeconomic segregation in their classrooms. Little support was found for the conjecture that either pupil or teacher social class plays a major role in reading grouping in elementary schools.
The Relationship of Scientific Creativity in the Biological Sciences to Predoctoral Accomplishments and Experiences
Authors: Segal Steven M. , Busse Thomas V. , Mansfield Richard S.
Published: March 2008

From a sample of 400 biologists drawn from American Men and Women of Science, 335 supplied information about their predoctoral experiences and accomplishments. These accomplishments and experiences were related to two measures of adult scientific achievement: (1) number of published articles, and (2) total number of citations received over a 5-year period. The number of published articles correlated significantly with 14 items, most of which could be classified into three conceptual groups: (1) predoctoral productivity, (2) excellence in predoctoral science work, and (3) early interest in science. The number of citations correlated significantly with 16 items, most of which clustered into three categories: (1) awards, (2) predoctoral productivity, and (3) early interest in science. It was concluded that potentially highly creative biologists can often be identified by predoctoral accomplishments and experiences at the graduate school level. Identification at the college level is more difficult, and at the high school level, extremely difficult.
Grade Inflation and the Validity of the Scholastic Aptitude Test
Authors: Bejar Isaac I. , Blew Edwin O.
Published: March 2008

Grade inflation refers to an increase in grade point average without a concomitant increase in achievement. Therefore, to show that grade inflation exists it is important to demonstrate that achievement has not increased while grades have increased. One purpose of this study is to clarify this issue by examining the data base of the College Board's Validity Study Service. The second purpose of the study is to examine the effect of grade inflation on the validity of the Scholastic Aptitude Test across a period of 15 years.
Election of High School Mathematics by Females and Males: Attributions and Attitudes
Authors: Pedro Joan Daniels , Wolleat Patricia , Fennema Elizabeth , Becker Ann DeVaney
Published: March 2008

Males, more than females, elect advanced mathematics courses. This differential in the number of mathematics courses elected has been cited as a major explanation of sex-related differences in adults' mathematics performance and in their participation in mathematics-related careers. Knowledge about some of the variables that enter into the decision to persist in the study of mathematics is essential for those who are interested in encouraging females, as well as males, to adequately prepare themselves in mathematics. This study identified some attitudinal and attributional variables that relate to the election of mathematics courses by females and males. A small set of variables was found to explain some of the variance in female and male mathematics plans. These results might help in understanding why females do not continue in as large a proportion as males to elect mathematics and/or to enter mathematics-related careers.
Probing a Model of Educational Productivity in Science with National Assessment Samples of Early Adolescents
Authors: Walberg Herbert J. , Haertel Geneva D. , Pascarella Ernest , Junker Linda K. , Boulanger F. David
Published: March 2008

To test a psychological theory of educational productivity and to explore the usefulness of the National Assessment of Educational Progress data for secondary analysis for policy purposes, the science achievement scores of 2,346 13-year-old students were regressed on indexes of their Socio-economic Status, Motivation, Quality (of instruction), Class (social psychological environment), and Home conditions. All these productivity factors are significant in the ordinary multiple regressions when controlled for one another and Race and Gender, and the equation coefficients conform closely in sign and magnitude to theoretical values derived from the Cobb-Douglas theory of national economic productivity. Under a stringent probe, however, the Class social-psychological environment appears as the only unequivocal cause of science learning in the data.
Much Ado About Next to Nothing: A Rejoinder to Ausubel
Authors: Spiro Rand J. , Anderson Richard C.
Published: March 2008

Ausubel asserts that his work is impugned in various ways in Anderson, Spiro, and Anderson. We argue that a more careful reading of the original paper obviates most of Ausubel's concerns.
The Classroom Ratio of High- and Low-aptitude Students and Its Effect on Achievement
Authors: Beckerman Terrill M , Good Thomas L
Published: March 2008

Classrooms with “more favorable” teaching situations were defined as those in which more than a third of the students were high aptitude and less than a third of the students were low aptitude. “Less favorable” classrooms were those in which less than a third of the students were high aptitude and more than a third of the students were low aptitude. The stated hypothesis was that the ratio of high-aptitude students to low-aptitude students in the classrooms would influence the mathematics achievement of students. Individual standardized aptitude and achievement data were available for 103 third- and fourth-grade classrooms. The sample was drawn from a large metropolitan school district that basically served a middle-class population in neighborhood schools. Analyses of variance tests indicated that both high- and low-aptitude students in more favorable classrooms had greater achievement gains than comparable students in less favorable classrooms.
Early Adolescent Sex Differences in Science Learning: Evidence from the National Assessment of Educational Progress
Authors: Haertel Geneva D. , Walberg Herbert J. , Junker Linda , Pascarella Ernest T.
Published: March 2008

Data from the 1976 NAEP Science Assessment were used to explore sex differences in science learning and its determinants with controls for ethnicity and parental socioeconomic status. The sample was composed of 2,349 13-year-olds. Scales measuring science learning and five related factors were related to sex, race, and SES in three-way analyses of variance and covariance. While no sex difference in science learning was found, a sex-specific trend in science motivation was detected. For males, increased motivation was found with higher levels of SES (parental education). A number of other differences among ethnic and SES groups are significant.
Continuing Motivation in Science for Early and Late Adolescents
Authors: Pascarella Ernest T. , Walberg Herbert J. , Junker Linda K. , Haertel Geneva D.
Published: March 2008

This study examined the classroom environment correlates of continuing motivation in science for national samples of early and late adolescents. Controlling for achievement in science and student background characteristics, measures of the quality of the classroom social environment, and the utility of science content and classes had significant positive regression weights in both samples with continuing student interest and participation in voluntary science activities. The extent to which teachers, rather than students, controlled the learning environment was negatively associated with continuing motivation. Significant interactions were found between level of achievement in science and two dimensions of the classroom environment. For early adolescents the utility of science content and classes had its strongest positive influence on continuing motivation in science for students at the relatively highest levels of science achievement. A similar interaction was found for the older adolescent sample between science achievement and class morale.
The Changing Sex Composition of College Curricula: A Shift-Share Approach
Authors: Lyson Thomas A.
Published: March 2008

Shift-share analysis is used to provide a descriptive explanation of the changes in curriculum areas in which women received bachelor's degrees between 1966 and 1976. The purpose is to assess the extent to which women have moved into male-dominated fields and consequently prepared themselves for employment in traditional male occupations. Data are from reports published by the U.S. Office of Education. Results show that seven of nine traditional male curricula had net increases of women between 1966 and 1976, along with 7 of 10 sex neutral areas and two of four traditional female areas. The net increase of women in traditional male areas, however, was greater than the increase in either sex neutral or traditional female areas.
A Concrete Strategy for Remembering Abstract Prose
Authors: Levin Joel R , Shriberg Linda K , Berry Jill K
Published: March 2008

In four experiments, eighth-grade students were given short prose passages that described the distinguishing attributes of fictitious towns. Illustrations were devised to represent the designated attributes, either separately, thematically, or thematically in conjunction with the mnemonic keyword method. Keyword illustrations proved to be highly effective facilitators of students’ memory for and organization of the critical passage information. This was true with respect to both students’ ability to match the towns and their attributes and their ability to recall either the corresponding verbatim or essential attribute information. Implications of the findings and suggestions for future research are included.
Research Note: Father’s Occupation and Social Background: Relation to SAT Scores
Authors: Belz Helene F. , Geary David C.
Published: March 2008

Social background correlates of scholastic achievement are of concern to educational researchers. The present study examines the relationship of a number of social background variables to SAT scores: sex, ethnic status, ordinal birth position, father’s absence, and father’s occupation. Of these, father’s occupation has received little attention, other than as an index of socioeconomic status. Roe (1956) described personality and cognitive differences between occupational categories. Using these categories, father’s occupation was found to be associated with significant differences in quantitative and verbal SAT scores. Further, significant relationship between sex, ethnic status, and father’s absence and SAT scores were found. Consideration of paternal occupation as a potential interacting variable associated with scholastic achievement may prove useful in future educational research.
Educational and Career Confidence and Motivation Among Female and Male Undergraduates
Authors: Stake Jayne E
Published: March 2008

Changes in six measures of achievement-related motivation and confidence were tested in a longitudinal study of 138 women and 96 men during their first year at a mid-sized, midwestern public university. An interaction was found between gender and level of course enrollment during the year (p < .05). Full-time college enrollment was advantageous for the men but disadvantageous for the women as measured by the motivation and confidence variables. This interaction could not be explained by initial differences in the confidence and motivation variables or by differences in 18 other noncampus variables tested. An interaction was also found between acceptance of campus advisement and gender (p < .03). Both findings suggest that the men’s achievement-related motivation and confidence increased with greater assimilation into the campus environment, but that the women showed more positive changes when they were less well assimilated. Implications for differences in the campus experiences of men and women are discussed.
Effects of Individualized and Structured College Curricula on Students’ Performance and Satisfaction
Authors: Hendel Darwin D.
Published: March 2008

The present study compared the effects of individualized and structured curricula on the academic performance and follow-up satisfaction of 428 students who applied for admission to an individualized degree program at a large midwestern institution. Results of this randomized experiment indicated that the two groups were indistinguishable in persistence, graduation rate, academic success, and overall course selection patterns, but that they differed significantly in their evaluation at follow-up of their undergraduate education.
Some Correlates of Teachers’ Expectancy Bias
Authors: Babad Elisha Y.
Published: March 2008

Israeli elementary school teachers graded a handwritten worksheet allegedly written by an “excellent “or a “weak “student. A significant expectancy bias effect was caused by this ability label, similar to documented expectancy bias effects caused by a stereotypic ethnic label. The bias effect was unrelated to the teachers’ ethnic origin and to their preferred method of teaching, and somewhat related (p< .10) to their length of tenure, teachers of longer tenure showing a smaller bias effect. Beliefs about the success of school integration in Israel were related to the expectancy bias: Teachers believing integration to be moderately successful showed no bias effect, while highly optimistic and extreme (“highly successful” and “not at all successful”) respondents showed a significant bias effect. This finding supports previous reports on the relationship between susceptibility to biasing information and extremity of the belief and attitude system.
Preschool Intervention, School Success and Delinquency in a High-Risk Sample of Youth
Authors: Farnworth Margaret , Schweinhart Lawrence J , Berrueta-Clement John R
Published: March 2008

A prominent thesis in criminology hypothesizes that “academic competence is linked to delinquency by way of success in and attachment to the school” ( Hirschi, 1969 , p. 115). The implications of this thesis are examined for a sample of low-income blacks, and a corollary to Hirschi’s thesis is proposed: Intervention prior to school entry that improves academic potential and school performance for a sample at high risk for school failure will reduce the likelihood of delinquency in that sample. Findings from multiple regression analysis indicate that school success, defined broadly to include measures beyond those specified in Hirschi’s social bonding thesis, exerts a substantial impact on one type of delinquency and a moderate effect on the other three types examined. Preschool intervention reduces involvement in two types of delinquency, but its effect does not occur through its impact on IQ or scholastic achievement. Attachment to school affects three of the outcomes but does so in a way that is independent of IQ or achievement scores. The implications of these findings for the study of schooling and delinquency and of early schooling effects on life outcomes for adolescents are discussed.
Effects of Lesson Organization on Achievement
Authors: Kallison James M.
Published: March 2008

This study identified two low-inference variables comprising lesson organization and determined their effect on student achievement. For each of the two main effect variables, two conditions were defined: proper sequence versus manipulated sequence, and explicit organization behaviors present versus explicit organization behaviors absent. Four treatment groups (equated on mathematical ability) were formed by the possible combinations of these conditions. A single lesson on numeration systems was taught to the four groups (67 university students), and achievement was evaluated using an investigator-designed posttest. Although the data indicated no significant effect for sequence, the study did yield a significant effect (p < .01) for explicit organization. No significant aptitude-treatment interaction was found, either for explicit organization or for sequence.
A Between-Grade-Levels Approach to the Investigation of the Absolute Effects of Schooling on Achievement
Authors: Cahan Sorel , Davis Daniel
Published: March 2008

The universal nature of school attendance precludes the experimental investigation of the absolute effect of schooling on achievement. The available empirical evidence consists of the results of post hoc analyses of the within-grade-level relationship of students’ achievement to the quality and quantity of schooling. This paper suggests a between-grade-levels quasi-experimental approach to the investigation of school’s effect on achievement, involving the estimation of this effect by means of a regression discontinuity design. The paper presents the rationale underlying the suggested approach and demonstrates its application to the estimation of the effect of schooling at grade 2 on achievement in mathematics and reading comprehension.
Answers and Questions About Class Size: A Statewide Experiment
Authors: Finn Jeremy D. , Achilles Charles M.
Published: March 2008

A large-scale experiment is described in which kindergarten students and teachers were randomly assigned to small and large classes within each participating school. Students remained in these classes for 2 years. At the end of each grade they were measured in reading and mathematics by standardized and curriculum-based tests. The results are definitive: (a) a significant benefit accrues to students in reduced-size classes in both subject areas and (b) there is evidence that minority students in particular benefit from the smaller class environment, especially when curriculum-based tests are used as the learning criteria. A longitudinal analysis of a portion of the sample indicated that students in small classes outperform their peers in kindergarten classes of regular size and also gain more in reading outcomes during the second year. The question of why these effects are realized remains largely unanswered, but in light of these findings, is particularly important to pursue.
Subject-Matter Knowledge and Elementary Instruction: A Case from Functions and Graphing
Authors: Stein Mary Kay , Baxter Juliet A , Leinhardt Gaea
Published: March 2008

The purpose of the present investigation was to describe the relationship between teachers’ knowledge of mathematics and their instructional practice. An experienced fifth grade teacher was videotaped as he taught a lesson sequence on functions and graphing. In addition, a subject matter knowledge interview and card sort task were conducted with the teacher and a mathematics educator. The results suggest that the teacher’s knowledge of functions and graphing was missing several key mathematical ideas and that it was not organized in a manner to provide easily accessible, cross representational understanding of the domain. These limitations were found to relate to a narrowing of his instruction in three ways: the lack of provision of groundwork for future learning in this area, overemphasis of limited truths, and missed opportunities for fostering meaningful connections between key concepts and representations.