bluuebunny/crossref_metadata_2025 huggingface dataset:
From the Outside In: Using Public Health Data to Make Inferences about Older Inmates
Authors: Merianos Dorothy E. , Marquart James W. , Damphousse Kelly , Hebert Jaimie L.
Published: March 2007

The recent confinement binge has led to the “graying” of American prisons. Longer sentences equate to more offenders growing old behind bars. This article explores the health conditions among noninstitutionalized elders to make inferences about those in prison. Analysis of National Health Interview Survey data found that persons who resembled the incarcerated population reported poorer health, had higher numbers of activity limitations, had increased bed days and doctor visits, and reported faster declines in health conditions than their mostly Anglo counterparts. The authors discuss the implications of these findings for prison managers.
Criminology and the Holocaust: Xenophobia, Evolution, and Genocide
Authors: Brannigan Augustine
Published: March 2007

Modern theories of crime and delinquency tend to be individualistic in their level of analysis and tend to focus on consensus crimes. The phenomenon of ethnic genocide is virtually impossible to examine within such parameters. Recent histories of the Holocaust by Browning and Goldhagen suggest that it was carried out by ordinary citizens who supported its objectives, not by dysfunctional psychopaths. Nor was it carried out by individuals intimidated by powerful authority structures. This article reviews the evidence from the new historiographies and proposes a theory of genocide based on xenophobia developed in recent accounts of evolutionary psychology.
Race and Nation in Post-Apartheid South Africa
Authors: Moodley Kogila , Adam Heribert
Published: March 2007

The post apartheid state forges ahead with nation building, reconciliation, and the cultivation of an inclusive non-racial citizenship. The ANC government seems poised somewhere between denying the importance of group specific realities and having to realise the importance of `difference' in coping with the apartheid legacy. While the state cannot ignore language, culture and identity, its central problem is how to reconcile `difference' with common citizenship. Responses to the TRC Report indicate that all parties resist acceptance of responsibility for their past involvement. The absence of a shared moral universe by all citizens becomes increasingly clear. Different life experiences in legislated inequality have resulted in different value systems, perspectives and identities derived from conflicting interests. The theologically inspired concept of reconciliation, under these circumstances, fails to address conflicting moral claims. An understanding of cultural and psychological influences in the formation of identity and in the construction of the `other' is more important than exposure to moral indignation. Against this backdrop, political education is most likely to be effective where the focus is on more modest goals of democratic conflict resolution.
Muslim Communities in Europe: Reconstruction and Transformation
Authors: Husain Fatima , O'Brien Margaret
Published: March 2007

This article introduces issues relevant to the presence of Muslims in Europe. While European nations are still in the process of acknowledging the diversity and rich cultural heritages of Muslim communities, Muslims are adjusting to living as minorities within a non-Muslim society. The predominant `us'/`other' dichotomy embedded in historical and political encounters has raised significant issues affecting mutual integration and acceptance. On the one hand, European essentializing of both their own and Muslim cultures has fixed the integration debate in static stereotypes. On the other hand, Muslims in search of social cohesion are increasingly attracted to the concept of a fixed, homogeneous supranational ummah. However, both majority and minority communities are undergoing transformation and restructuring that is centred around the negotiation of new composite identities, changing family patterns and relationships, political activism and the fight against social exclusion.
Muslim Presence in Europe: The British Dimension - Identity, Integration and Community Activism
Authors: Khan Zafar
Published: March 2007

The Muslim presence in Britain has over the past decade become a significant factor in political, social and cultural spheres. There are a number of important imperatives central to the presence of Muslims in Britain within the context of Muslim social and political mobilization and state responses. It would appear that a situation of conflict exists between the Muslim minority in Britain, increasingly becoming concerned about its future, and a secular non-Muslim society. Increasingly, Muslim activism has posed challenges to state policy on issues and areas of importance such as education, religion and political representation. The situation of Muslim communities in Britain can be seen in the context of an ongoing process of accommodation and compromise between minorities and the dominant mainstream. The images of Islam and Muslims in western discourses are also central to any understanding of the presence of Muslims in the broader context of the European Union. The Islamic concept of ummah is equally relevant in the discussion of a Muslim diaspora and Muslim citizenship. The article addresses issues that are central to the ongoing debate about the socioeconomic position and political activism of British Muslims.
Professionals and the `Knowledge Economy': Rethinking the Theory of Postindustrial Society
Authors: Brint Steven
Published: March 2007

This article argues that four distinct streams of thought flow into current conceptions of the knowledge economy. Drawing on these four streams of thought and on labor force data from the USA, the article develops a synthetic view of the knowledge economy. The analysis suggests that the knowledge economy, while of growing importance, remains smaller in the aggregate than other parts of the economy. The article also defines five sectors of the knowledge economy, according to the nature of the goods and services provided and the technology used in production. These sectors form an important basis for the segmentation and stratification of the professional labor force.
The Professionalization of Knowledge in European Markets: Engineering in the UK and Poland
Authors: Evetts Julia , Buchner-Jeziorska Anna
Published: March 2007

The article considers one of the institutional contexts in which knowledge is controlled, reproduced and changed. These are the professional associations or institutions at the level of states and provinces, and increasingly the international federations of professions which operate at regional (e.g. European) levels. The article begins with a general statement about professionalization processes within states and how internationalization is affecting and influencing such processes. Then national and international regulation of the profession of engineering is compared as a case study in two contrasting European nation-state contexts: the UK and Poland. The article concludes with a discussion about the differential impacts of international regulation and the likely effects of this on the employment and mobility prospects for engineers in different European nation-states.
Social Reality and Culture
Authors: Mukherjee Ramkrishna
Published: March 2007

Social reality has been, and is, usually appraised on the basis of a structure-process-structure (s-p-s) syndrome. But that attempt may avoid historicity in the course of formation of the initial structure. Therefore, the syndrome should be process-structure-process (p-s-p), which calls for a different conception and methodology. For that attempt, culture acquired a pivotal bearing because structure represents what has happened in history, and that is culture which may be defined as the valorization of capital in human perception and behaviour. The issue of the efficiency of the p-s-p or s-p-s syndrome is not resolved yet. However, it may become very important in the development of sociology in the 21st century.
Social Stratification, Educational Opportunity, and the Role of State Departments of Education
Authors: Hickrod G. Alan , Hubbard Ben C.
Published: March 2007

It is frequently argued that administrative policy should be based upon research in the social sciences. In this paper the authors review research concerning social stratification and educational opportunity, formulate a policy goal upon the basis of that research, and then outline a series of administrative strategies for reaching that policy goal.
A Theoretical Basis for Differentiating Forms of Collective Bargaining in Education
Authors: Madden George
Published: March 2007

Using a behavioral theory of negotiations and Etzioni's compliance theory of organizations, the author suggests a theoretical basis on which types of bargaining in education can be distinguished. These forms are then related to some decentralization trends in school organization.
The Administrative Internship and Role Change: A Study of the Relationship between Interaction and Attitudes
Authors: Ferreira Joseph L.
Published: March 2007

In interpreting data gathered in an administrative internship program, the author suggests that certain attitude changes, taken as an index of role shift, are associated with interaction patterns with "significant others." The data interpretation further suggests a proposition that interns' attitudes are not substantially affected by the influence of the role-model (cooperating administrator).
Educational Fiscal Policy and Judicial Deference
Authors: Alexander Kern
Published: March 2007

By virtue of their offices, educational administrators more often than notfind themselves on the side of the defendant state or local education agencies in school litigation. Most administrators regard much of the educational litigation as judicial encroachment on their prerogatives. Ironically, over the long run, such litigation has served to expand educational opportunities and to provide rationale for increased financing of the public schools. This review takes the position that current political trends toward a more conservative judiciary are harmful to expansion of educational opportunity and that judicial deference to administrative authority tends to be educationally counterproductive.
Performance Evaluation of College and University Faculty: An Economic Perspective
Authors: Yunker James A. , Marlin James W.
Published: March 2007

This article applies the economic model of utility maximization to two important controversies in the area of faculty performance evaluation: the relationship between teaching effectiveness and research productivity and the validity of student evaluations of teaching effectiveness. It is argued that the economic model provides plausible explanations for many seemingly anomalous results from the empirical literature and, at the same time, suggests appealing avenues for improving the statistical methodology used in estimating relationships required in order to formulate genuinely optimal performance evaluation methods.
Superintendents' Perceptions of the Control and Coordination of the Technical Core in Effective School Districts
Authors: Peterson Kent D. , Murphy Joseph , Hallinger Philip
Published: March 2007

This is an exploratory study of the coordination, control, and assessment procedures employed by superintendents in effective school districts. Both the types of mechanisms and the extent of their use by superintendents to direct the activities of the technical core in these districts are reported. Findings indicate that a number of approaches are used by superintendents to coordinate curriculum and instruction and to control the work of principals and teachers. These findings suggest the existence of tight linkages between the managerial level and the technical core in these school districts. This is in contrast to the types of linkages that have been reported in research indicating that schools operate as loosely coupled systems.
Reform and the Culture of Authority in Schools
Authors: Elmore Richard F.
Published: March 2007

The author explores the resilience of the normative order in schools and attempts by reformers outside the classroom to alter that order. The core of the order is the notion of the teacher spending virtually all of his or her time interacting with students. Central to attempts to alter that order is failure of the reformers to understand and appreciate the place of the teacher's authority. For teachers, legitimate authority consented to by students is essential. Otherwise in their dealings with students, they must rely on coercion, threats, and punishment and engage in ways that defeat educational goals. Current reform attempts, by treating teachers as passive receivers of external advice, serve to undermine teachers' legitimate authority. Rather than reform, the result is teacher resistance and student disengagement.
Administrators' Beliefs about Teachers Organizing Classes for Mathematics Instruction
Authors: Good Thomas L. , Mason DeWayne A. , Grouws Douglas A.
Published: March 2007

This article describes superintendents' and principals' beliefs about organizing students for mathematics instruction in the intermediate grades. Our immediate purpose was to see if teachers were permitted to choose an organizational style for presenting mathematics and if the apparently infrequent use of small-group instruction in mathematics could be explained by administrators' lack of support for its use. More broadly, we attempted to assess administrators' preferences and policies concerning various aspects of mathematics instruction and their perceptions of current practices in their intermediate mathematics programs. We randomly selected 60 elementary schools from among the over 1200 in Missouri. A central conclusion from these data is that teachers' infrequent use of small-group strategies cannot be attributed to superintendents' and principals' disapproval of this technique. The article describes the need for additional research into how administrators provide instructional leadership for classroom teachers.
The Micropolitics of the School: The Everyday Political Orientation of Teachers Toward Open School Principals
Authors: Blase Joseph J.
Published: March 2007

This article describes a study of teachers' perceptions of "everyday" politics in schools. No a priori theoretical ideas controlled data collection. Rather, I used an open-ended instrument to collect data from 770 teachers taking graduate-level courses at two major universities, one in the Southeast and the other in the Northwest. Of these, 404 teachers described the political strategies they used with principals they described as "open " and "effective." This article discusses these strategies, teachers' reasons/purposes for using them, teachers' feelings associated with their use, and how effective they found these strategies. More broadly, the data suggest that exchange processes are central to understanding the range of individual political strategies used with open school principals.
Postpositivist Evaluation: Give me a for Instance
Authors: Donmoyer Robert
Published: March 2007

Early educational reformers attempted to "take the schools out of politics " and turn over educational decision making to educational administrators, who, it was assumed, would base decisions on knowledge generated by research and evaluation rather than on political considerations. Postpositivist epistemology, however, suggests that all knowledge is political. This article briefly reviews the postpositivists' argument for linking knowledge and politics, attempts to rethink the notion of evaluation to make it consistent with a postpositivist perspective, translates this reconceptualized view of evaluation into specific procedures, and describes what happened when these procedures were put into practice.
The Mainstreaming Cases: Tensions and Trends for School Administrators
Authors: Huefner Dixie Snow
Published: March 2007

Educational administrators may sometimes feel caught between the special education requirements of a free appropriate public education and the preference for mainstreaming embodied in federal special education law. Understanding decisions from the U.S. Court of Appeals can help school administrators determine how to balance the two requirements. Analysis of circuit court decisions reveals four overlapping judicial standards, depending, among other things, on whether physical and social mainstreaming or instructional mainstreaming is at stake. Many of the circuit opinions have introduced cost as a legitimate factor in placement decisions while ignoring some of the least restrictive environment regulations. Although circuit courts are not ordering education agencies to provide highly specialized services in each neighborhood school, a number of courts are requiring schools to make reasonable efforts to deliver special instruction in mainstream classrooms. School administrators are advised not to adopt either a blanket separation model ora blanket 'full inclusion" model of service delivery for all students with severe disabilities but to continue to make individualized placement decisions that honor the concept of least restrictive environment.
Reflections on the Knowledge Base in Law and Ethics for Educational Leaders
Authors: Bull Barry L. , McCarthy Martha M.
Published: March 2007

Often law and ethics are seen simply as boundaries within which school administrators are free to exercise their professional prerogatives. Such a view equally misrepresents the nature of these fields and the responsibilities of school leaders. The authors, participants in University Council for Educational Adminstration's (UCEA) Knowledge Base Project, argue that the concepts and logic of law and ethics permeate school decisions. School leaders, moreover, take an active role in the exercise, interpretation, and thoughtful development of these traditions—rather than being passive recipients of them. Therefore, they should regard these traditions as a resource for, not a contstraint upon, effective administrative action. In this light, programs for the preparation of school leaders should integrate these traditions, as well as other major intellectual domains, across the full range of administrative decision making.
The Big House
Authors: Doolittle Gini , Nablo Susan , Carbone Terry Ann
Published: March 2007

Using a narrative form, three educators share their discovery about the importance of including students in school reform. They weave together through a postmodern frame-work, the disjunctive events surrounding conversations with their children. By sharing important insights about students' regard for education, they generate new under- standings about school reform.
Checking for Proportional n's in Factorial Anova's
Authors: Huck Schuyler W. , Layne Benjamin H.
Published: March 2007

If the cell frequencies (i.e., the n's) in a factorial ANOVA are not equal to one another, the researcher must determine whether or not the condition of proportionality is satisfied. Although the authors of several texts demonstrate how to test for proportionality, their discussions (a) give the impression that every cell must be tested and (b) are restricted to the case of a simple two-factor ANOVA. The present authors point out that only some of the cells need to be tested, and two rules are provided which will allow the researcher to determine how many and which cells should be tested. More importantly, the authors demonstrate how to test for proportionality in a three-way ANOVA, with comments offered concerning how the test can be generalized to higher-order factorial designs.
Problems of Symmetry
Authors: Pettibone Timothy J. , Diamond James J.
Published: March 2007

A long and widely held belief has been that a distribution can be assumed symmetric if the mean and median are coincidental. Unfortunately this is not the case. Coincidence of mean and median is a necessary but not sufficient condition for symmetry. Two counter examples proving this point are provided. Plotting of the data and third moment computation are recommended alternatives.
Development and Empirical Verification of New Response Categories to Increase the Validity of Multiple Response Alternative Questionnaires
Authors: Schriesheim Chester , Schriesheim Janet
Published: March 2007

A number of scales, including the Ohio State leadership scales, use the response categories Always, Often, Occasionally, Seldom, and Never, and researchers administering these scales usually assume that the resultant data are interval in nature. Recently, however, the interval properties of such data have been questioned. This paper presents an attempt at clarifying the level of measurement provided by this particular set of response categories. Drawing on previous research concerning the frequency meanings of these adverbs, a study using two samples of 200 students was performed to determine whether the distances between the adverbs become reasonably equal when they are presented as a group ordered according to median frequency values. The results indicate that equal intervals between the adverbs are approached, but not achieved when they are ordered in this manner. A second study, designed to corroborate the first, employed Thurstone Case III pair-comparison of complete ranks. The results, which parallel those obtained from the earlier study, also indicate that the response category set of Always, Very often, About as often as not, Seldom, and Never provides reasonably interval measurement. Data obtained from a third study (using again the frequency estimation procedure of the first study) generally supported the results of the Thurstone Case III method for the new category set.
Longitudinal Studies of Risk Taking on Objective Examinations
Authors: Slakter Malcolm J. , Crehan Kevin D. , Koehler Roger A.
Published: March 2007

Risk taking on objective examinations (rtooe) is defined as guessing when the examinee is aware of a penalty for incorrect responses (Slakter, 1967). Since rtooe measures can be obtained from Ss ostensibly taking aptitude or achievement tests, they provide psychologists with useful disguised measures of risk taking. Prior studies have indicated that rtooe is related to dominance-submission (Votaw, 1936), maladjustment (Sherriffs and Boomer, 1954), vocational choice (Ziller, 1957), curriculum choice (Slakter and Cramer, 1969), and perception of risk in military situations (Torrance and Ziller, 1957). Furthermore, it has been demonstrated that examinees low in rtooe tend to be penalized on test score (Hammerton, 1965; Sherriffs and Boomer, 1954; Slakter, 1968a; Slakter, 1968b; Votaw, 1936). These latter studies have shown that when Ss low in rtooe are forced to respond to all items, their average test score increases even though the usual penalty for incorrect responses is applied. Hence, we have evidence that rtooe confounds the aptitude or achievement being measured by the examination, and therefore rtooe concerns individuals involved with educational measurement.
The Reliability and Validity of two Objective Measures of Achievement Motivation for Adolescent Females
Authors: Pomerantz Michael , Schultz Charles B.
Published: March 2007

Two measures of motive to succeed were revised for administration to female ninth grade students (N = 71). Scores on Hermans' (1970) Prestatie Motivatie Test (PMT) yielded a high degree of internal consistency, comparable to that obtained with males, which was greater than that found for scores on the present version of Mehrabian's (1969) Resultant Achievement Motivation (RAM) Test. In separate validation analyses, scores on the PMT were observed to correlate positively and substantially with each of two measures of school achievement and with questionnaire data on school-related attitudes and behavior. Although the correlations of the RAM scores with achievement measures were in the same direction, they were weaker than those for the PMT scores. The relationships between the two measures of motive to succeed and various internal causal ascriptions were different and low for the two instruments.
The Relationship of the Watson-Glaser Critical Thinking Appraisal To Sex and Four Selected Personality Measures for a Sample of Dutch First-Year Psychology Students
Authors: Hoogstraten Joh. , Christiaans H.H.C.M.
Published: March 2007

In reaction to an earlier publication by Simon and Ward (1974) on the 1952 version of the Watson-Glaser Critical Thinking Appraisal, data are presented on the relationship of the 1964 forms of the same instrument to four selected noncognitive measures for a sample of 190 Dutch psychology students. Except for Subtest 5, Evaluation of Arguments, subtest and total score means were significantly lower for Form ZM than for Form YM. Reliabilities of the Watson-Glaser (W-G) subtests ranged from only .22 to .69. Total score KR-20 reliability estimates, however, were .72 (ZM) and .77 (YM).

No sex differences were found. The correlation between the W-G total scores and those on the extroversion-introversion measure was not significant. Correlations of the W-G measure with other personality characteristics (neuroticism and rigidity) were also close to zero. As for version ZM of the W-G measure the performance was significantly associated with test-defensiveness.
The Relationship Between Self-Esteem and Anxiety in Grades Four Through Eight
Authors: Many Margaret A. , Many Wesley A.
Published: March 2007

This study examined the relationships between two measures of self-esteem and each of two measures of general anxiety and test anxiety in a sample of 4,367 pupils, grades four through eight. Coopersmith's Self-Esteem Inventory (SEI) was used to assess self-esteem. Sarason's General Anxiety Scale for Children (GASC) and Test Anxiety Scale for Children (TASC) were employed to measure anxiety. There were statistically significant negative correlations between the measure of self-esteem and each of the measures of general anxiety and test anxiety when scores were analyzed by total group, grade level, and sex. Although these correlations tended to be low to moderate (-.24 to -.42), they were consistent in suggesting a negative relationship between a measurable construct of self-esteem with each of the corresponding constructs of general and test anxiety. The implications tend to support the possibility of reducing anxiety in elementary and junior high school age pupils by enhancing the way in which they see themselves.
A Computer Program to Relate Factors Across Separately Factor Analyzed Variable Domains
Authors: Morris John D. , Guertin Wilson H.
Published: March 2007

A computer program written in FORTRAN IV is presented which will cross-correlate least squares estimated factor scores across separately factor analyzed variable domains without the tedious necessity of actually calculating the factor scores. Canonical correlations, associated redundancy statistics, and tests of independence for the reduced domains are also output. Documentation is provided.
Manipulations With Multiple Choice Tests: a Probability Function of a Total Testscore V
Authors: Dyck Walter , Plancke-Schuyten Gilberte
Published: March 2007

Previous knowledge of the difficulty index and the intercorrelations of the items will allow groupresults to be predicted and manipulated. A compound binomial probability function of a testscore is established for which a computer program has been written. 1 Three item selections and the appropriate probability distributions are given which give an illustration of the statement made above.
Structure of Ordinal Scales of Psychological Development in Infancy
Authors: Silverstein A.B. , McLain Richard E. , Brownlee Linda , Hubbell Mimi
Published: March 2007

Intercorrelations among Uzgiris and Hunt's scales for 2 samples of infants were subjected to cluster analysis and factor analysis. The results of these procedures were similar for both samples, 3 clusters from the first analysis resembling 3 factors from the second. The findings were also consistent with Uzgiris and Hunt's observations on the structure of the scales.
Level of School Counselor Actualizing and Student Perception of Guidance Services: Further Validation of the Personal Orientation Inventory
Authors: Weinrach Stephen G. , Knapp Robert R.
Published: March 2007

This study investigated the relationship between level of counselor actualizing and student evaluation of their high school guidance program. The samples included the counselor in each of 23 Ohio high schools who completed Shostrom's (1963) Personal Orientation Inventory and 1,658 of their respective eleventh grade students who completed Wysong's (1971) Guidance Program Evaluation Student Survey. Significant correlations were obtained between student ratings of the effectiveness of the guidance program and POI scales of Time Competence and Spontaneity. Thus the more actualizing the counselor as measured by the POI the more likely the students were to assign high ratings to the school guidance program.
Measuring Attitudes of School-Age Children: a Note On Effects of Place of Measurement On Validity of Outcomes
Authors: Albaum Gerald
Published: March 2007

The setting in which attitude data are collected can be a source of measurement error. This paper reports the results of an experimental study concerned with the effects that place of measurement might have on measuring attitudes of school-age children. Using a numerical scale, children in grades 4 to 8 rated 16 nonschool activities, with the measurements being made either at school or at home, on the basis of a replicated randomized block design. The results supported the belief that place of measurement can affect measurement scores of school-age children.
An Empirical Test of Factor Structure Stability in Attitude Measurement
Authors: Cascio Wayne F.
Published: March 2007

The stability of the factor structure of a survey instrument designed to provide a baseline measure of managerial attitudes towards blacks in the working environment was investigated. Results of independent factor analyses of the same questionnaire administered to three different samples of managers from the same company at three different time periods were compared using Tucker's method of factor comparison. Results indicated that the factor structure of the instrument did not remain invariant over a two-year time period. T-tests of mean differences in attitudinal intensities showed no pervasive changes over time, but there were significant differences in biographical characteristics across time periods. The implications for the psychological measurement of attitudes are discussed.
A Manipulative Study of the Effect of Instructional Set on the Convergent and Discriminant Validity of Questionnaire Measures of Trait and State Anxiety: a Comparative Factor Analytic Approach
Authors: Bartsch Thomas W.
Published: March 2007

Within the context of a manipulative, laboratory experiment, two hundred and forty-two college students completed an anxiety battery twice. Half the subjects were instructed to answer the trait ("as you feel generally") items differently than the state ("as you feel presently"). Half were given no differential instructions. Subjects were also randomly assigned to one of four treatments designed to simulate alterations in level of state anxiety. Separate factor analyses resulted in distinct trait and state factors under both instructional conditions. Analysis of variance of factor scores indicated that the simulations altered level of state anxiety but not level of trait anxiety. Results were interpreted as generally supporting the validity of the trait-state distinction, but continued refinement of existing measures was recommended.
The Invariance Problem in Factor Analysis
Authors: Guilford J.P.
Published: March 2007

The aim was to determine how accurately the varimax and promax methods of rotation of axes would reproduce known factor matrices. Thirteen factor matrices were contrived, varying widely in percentage of univocal tests. It was found that only when all tests are univocal, or nearly so, could one be reasonably confident that an obtained factor matrix faithfully reproduces a contrived matrix. In some analyses, the pictures of factor structures were distorted and a few factors were entirely lost. Implications for empirical factor analyses are pointed out, with some suggested remedies.
A Comparison of Empirical Differential Option Weighting Scoring Procedures as a Function of Inter-Item Correlation
Authors: Bejar Isaac I. , Weiss David J.
Published: March 2007

This study compared the reliabilities yielded by several differential option weighting scoring procedures among themselves as well as against conventional testing. It was found that increases in reliability due to differential option weighting were a function of inter-item correlations. Suggestions for the implementation of differential option weighting were offered.
A Simplex Model for Analyzing Academic Growth
Authors: Werts C.E. , Linn R.L. , Jöreskog K.G.
Published: March 2007

A simplex model is presented for the analysis of longitudinal academic growth variables in which only one measure is obtained at each time. When this model fits the observed data, then reliabilities and unattenuated correlations can be estimated except for the first and last periods.
Guru: A Computer Program for Analyzing Categorized Data
Authors: Riedel James A. , Dodson Janet D.
Published: March 2007

GURU is a computer program that was developed to analyze data generated by open-ended question techniques such as ECHO or other semistructured data collection techniques, in which data are categorized. This program computes extensive descriptive statistics, allows great flexibility in comparing response patterns of various subgroups within the total sample, and permits comparisons of different classifications of the same data. Written in PL/I the program must be run using the PL/I Optimizing Compiler operating on the IBM 360/370 series.
The Validity of Seven Easily Obtainable Economic and Demographic Predictors of Achievement Test Performance
Authors: May Robert J. , Alexander Douglas G. , Holcombe Bill M.
Published: March 2007

Involving about 850 fourth grade pupils in 11 schools of a desegragated metropolitan school district, this study examined the relationship between seven easily obtainable background variables and achievement test performance on the Comprehensive Test of Basic Skills—Battery Total (CTBS-Battery Total). A multiple correlation of .52 was obtained between a composite of seven predictors and the measure of achievement. A five-variable economic predictor model yielded a multiple correlation of .49 with the achievement measure. In a cross-classification analysis, "high," "medium," and "low" economic groups were compared with respect to achievement; significant differences ( p < .01) were found for all pairs of comparisons. The "high" group represented what might be called "middle class" or "middle income" students. The mean scale score for the "high" group corresponded to the 67th national percentile. It was concluded that the assessment of instructional programs or of schools must take into account economic and background variables.
Determination of Significance Levels for Tests of Item Validity
Authors: Hsu Louis M.
Published: March 2007

The desirability of performing tests of significance of measures of item validity (in item analyses) has been noted in a number of texts (Magnuson, 1966; Guilford and Fruchter, 1973; Anastasi, 1968). However the problem of determining the significance level (α) which should be used in these statistical tests, in order to control the risk of occurrence of an excessive number of Type I Errors has, apparently, received little attention. The present paper addresses itself to this problem, limiting itself to the case in which the tests of significance of the item validity measures are independent.
Concurrent Validity of the Non-Language Test of Verbal Intelligence
Authors: Chatterji S. , Mukerjee Manjula
Published: March 2007

The purpose of this study was to determine the degree to which the Non-language Test of Verbal Intelligence, (NLTVI) which was developed with the idea that it would measure verbal ability through a non-language medium, could measure the verbal intelligence. It was correlated with the well-known standardized Verbal Reasoning Test of the Differential Aptitude Test Battery (VR-DAT). The magnitude of the correlation suggested the existence of some common as well as some uncommon factors between the two tests. When their predictive efficiencies with respect to academic achievement were compared the VR-DAT was proved to be better, though the one for the NLTVI was also significant.
The Validity of Seven Easily Obtainable Economic and Demographic Predictors of Achievement Test Performance
Authors: May Robert J. , Alexander Douglas G. , Holcombe Bill M.
Published: March 2007

Involving about 850 fourth grade pupils in eleven schools of a desegregated metropolitan school district, this study examined the relationship between seven easily obtainable background variables and achievement test performance (CTBS-Battery Total). A multiple correlation of .52 was obtained between a composite of seven predictors and the measure of achievement. A five-variable economic predictor model yielded a multiple correlation of .49 with the achievement measure. In a cross-classification analysis, "high," "medium," and "low" economic groups were compared with respect to achievement ; significant differences ( p < .01) were found for all pairs of comparisons. The "high" group represented what might be called "middle class" or "middle income" students. The mean scale score for the "high" group corresponded to the 67th national percentile. It was concluded that the assessment of instructional programs or of schools must take into account economic and background variables.
A General Method of Estimating the Reliability of a Composite
Authors: Werts C.E. , Rock D.R. , Linn R.L. , Jöreskog K.G.
Published: March 2007

A procedure for estimating the reliability of a factorially complex composite is considered.
The Relationship Between Subtest Scores of the National League for Nursing Achievement Tests and Subtest Scores of the Ohio State Board Examinations for Nursing Certification
Authors: Pascale Pietro J. , Port Patricia
Published: March 2007

An investigation of the correlations between scores on subtests of the National League for Nursing (NLN) Achievement Tests and scores on the corresponding sections of the State Board Licensure examinations revealed significant relationships on all five of the content-similar subtests. The moderate but significant coefficients seem to document concurrent validity of the NLN subtests in relation to corresponding criterion measures afforded by the State Board examinations.
The Prediction of Performance in a Counselor Education Master's Degree Program
Authors: Omizo Michael M. , Michael William B.
Published: March 2007

An examination was made of the predictive validity of the Graduate Record Examinations Aptitude Test, Verbal, Quantitative, and Total scores (GRE-V, GRE-Q, and GRE-T) and undergraduate grade-point average (UGPA). Criterion variables consisted of graduate grade-point average (GGPA), performance on the Master's Comprehensive Examination (MCE), and grades in required area and core courses. Subjects were 107 students enrolled in the Department of Counselor Education Master's degree program at a large Southwestern university. Scores on the GRE-V were correlated .24 ( p < .01) with both MCE scores and GGPA, but were not correlated significantly with any other criterion variable. GRE-Q test scores were correlated .31 ( p < .001) with performance in Educational Foundations (FED) courses which involved at least one course in research and statistics. The GRE-T measure was a valid predictor of grades in FED courses and of GGPA. Although each predictor variable was correlated with at least one of the criterion variables, the most valid predictor was UGPA which was found to be significantly correlated with FED grades (.51), MCE scores (.17), and GGPA (.38), respectively, at the .001, .05, and .001 levels of significance.
Evidence Regarding the Validity of An Adaptation of the Learning Environment Inventory From English to French
Authors: Bhushan Vidya
Published: March 2007

After being translated into French, the Learning Environment Inventory was administered to 3065 high school students in the Province of Quebec. To validate the Inventory, its 15 scales as well as an IQ measure were used as predictors; and the achievement score, as a criterion. The results indicated that environmental scales predicted effectively the achievement in different subject-matter areas, even after the effect of IQ scores was partialled out. The environmental variables were different in degree of validity in predicting the achievement of various subject-matter areas. Factor analysis confirmed that the 15 scales of the Inventory are more or less independent and homogeneous within themselves.
On the Use of the G Index in O-, P-, Q-, R-, S-, and T-Analyses
Authors: Vegelius Jan , Edvardsson Bo
Published: March 2007

The possibility of using the G index and its generalizations in the six basic factor analytic designs is discussed. For O- and Q-analyses G should be used if there is no mutual direction of all the variables, as G is invariant over variable reflection. In all the six designs G should also be used if the scale centre is more suitable as a reference point than the mean value.
A Correlation of Barron's Ego Strength Scale and Smith's Non-Conformity Scale
Authors: Martin John D. , Blair Garland E. , Bottoms Su Anne H.
Published: March 2007

The sample used in the present study consisted of undergraduate students enrolled in Adolescent and Child Psychology classes at Austin Peay State University, Clarksville, Tennessee. The total number of 76 students included 23 males and 53 females. The ages ranged from 18 to 29 with a mean of 23.

Conformity and Ego Strength Scales were found to be significantly, but inversely, related. A statistically significant correlation between sex and a measure of conformity suggested that females are more conforming than are males. Inasmuch as the concepts of Conformity and Ego Strength consist of antagonistic characteristics, it is believed that the results of the present study provide some evidence for the validity of the Ego Strength Scale of Barron.
A Computer Program for Multidimensional Contingency Table Construction 1
Authors: Bergan John R. , Towstopiat Olga M. , Luiten John W.
Published: March 2007

A computer program (ALT) is presented as an aid in the analysis of cross-classified categorical data. Program ALT can accept a maximum of 500 variables as data and construct a frequency table of from 1 to 8 dimensions. Each variable may have as many as 8 categories. In addition, ALT can combine, recode, and create formal variables at the user's discretion.
An Algorithm for Calculating Coefficients Required for Trend Analysis
Authors: Milligan Glenn W. , Wong Danny S.
Published: March 2007

A closed-form algorithm is derived for calculating the coefficients required for trend analysis procedures used in the analysis of variance. The algorithm allows for equal or unequal intervals as well as for equal or unequal sample sizes. A simple FORTRAN program is provided for calculating all trend coefficients given the values of the quantitative independent variable and the cell sample sizes.
The Predictive Accuracy of Full-Rank Variables Vs. Various Types of Factor Scores: Implications for Test Validation
Authors: Morris John D.
Published: March 2007

A recent condemnation of the use of factor scores as predictors in multiple regression because of the loss in "predictive accuracy" incurred in reducing rank (Kukuk and Baty, 1979) was reexamined from the more important predictive perspective of replication predictive accuracy. Using a computer-based Monte Carlo procedure parallel to that employed in a recent comparison of various types of factor scores (Morris, 1979) the investigator compared the double cross-validation replication predictive accuracies of six types of factor scores with that of full-rank data by utilizing a data set from the literature in which classroom achievement was predicted from affective and cognitive variables. Prediction accuracy was significantly more accurate for each of the six types of factor scores than for full-rank data. Further, corroborative evidence was presented for the superiority of incomplete factor scores over the nonincomplete methods considered. Moreover, implications for reconsidering the sample size typically deemed necessary for factor analysis in predictive situations were offered.
Construct Validity of Area Specific Self-Esteem : the Hare Self-Esteem Scale
Authors: Shoemaker Allen L.
Published: March 2007

To date there has been little convincing evidence that children differentiate between areas of experience in evaluating their self-esteem. The purpose of this study was to provide empirical support for area-specific self-esteem as a valid construct. Factor analysis of the Hare Self-Esteem Scale yielded three factors corresponding to home, peer, and school self-esteem. In addition, each of the area-specific subscales behaved as expected. Home self-esteem was significantly associated with social class; peer self-esteem, with recent family moves; and school self-esteem, significantly with test anxiety and reading and mathematics achievement.
Reliability and Practice Effects of Wisc-R Iq Estimates in a Normal Population
Authors: Tuma June M. , Appelbaum Alan S.
Published: March 2007

WISC-R test-retest data with a six-month interval were obtained for 45 normal 10-year-old children ranging in age from 7.8 to 15.0 years. Verbal IQ estimates were stable (one IQ point increase), but significant practice effects were obtained on Performance and Full Scale IQ estimates (8 and 5 IQ point increases, respectively). Stability coefficients of .95, .89 and .95 for the Verbal, Performance and Full Scales, respectively, were as high as or higher than those reported on the WISC and by Wechsler on the standardization sample of 10-year-olds. Verbal subtests generally obtained a higher degree of test-retest reliability than Performance subtests, ranging from .59 to .88 and .54 to .78, respectively. Discussion focused on practical application of readministering the WISC-R. Regression formulas were computed to convert IQs to pretest equivalents.
Errors of Misclassification in Neo-Piagetian Research
Authors: Katz Barry M. , McSweeney Maryellen
Published: March 2007

Errors of misclassification associated with two concept acquisition criteria and their effects on the actual significance level and power of a statistical test for sequential development of these concepts are the focus of this paper. This study provides a link between various mis classification models and subsequent statistical analyses. In addi tion, explicit illustrations of actual significance levels and power val ues are provided for different misclassincation models. A partial corrective for errors of misclassification is suggested and investi gated via Monte Carlo sampling.
On the Examination of Test Unidimensionality
Authors: Smith Jeffrey K.
Published: March 2007

Weber (1977) contends that the use of Rasch analysis, principal components analysis, and classical test analysis shows that an in strument designed to measure a "bilevel dimensionality" in proba bility achievement (Levin, 1975) in fact measures a single latent trait. This article questions that interpretation and the use of Rasch and classical analysis to establish unidimensionality.
Algorithms for Hand Calculators To Approximate Gaussian and Chi-Square Probabilities
Authors: Sletten Owen
Published: March 2007

Even the early learner in statistics is likely to know something about the Gaussian and the Chi-square distributions, but it is not likely that he understands how to compute an estimate of the proba bility associated with the normal deviate in the Gaussian (normal) distribution, nor, knowing the Chi-square and its number of degrees of freedom, can approximate its probability. Algorithms designed for the electronic hand calculator to approximate the probabilities of these two distributions are here offered to the early learner and his non-sophisticated peer in statistics. These algorithms or formulas are so designed that they require no external support from any table, graph, interpolation, or extrapolation.