bluuebunny/crossref_metadata_2025 huggingface dataset:
The Best of Both Worlds: Connecting Schools and Community Youth Organizations for All-Day, All-Year Learning
Authors: Heath Shirley Brice , McLaughlin Milbrey W.
Published: March 2007

This article considers ways that schools and community-based youth organizations (CBOs) could build upon each other's strengths, respond explicitly to the realities of today's youth, and incorporate the attributes of the learning environments youth find most effective. Our analysis is based primarily on 5 years of field research in more than 60 successful youth organizations in three major urban communities, and it is supplemented by interviews with students participating in a comparative field study of secondary schools. We argue for serious and far-reaching rethinking of relationships among schools and other youth-based organizations in the community. In the past decade, almost unnoticed by educators, CBOs have been creating and maintaining institutions that are highly educational and keenly oriented toward preparation for employment. We call on educators to consider what it might take to enlist and elicit the best of this world to forge all-day, all-year learning opportunities for youth.
Leadership for School Restructuring
Authors: Leithwood Kenneth
Published: March 2007

School restructuring creates new expectations of those who offer leadership to schools, expectations not well captured in images of instructional leadership. This article describes a 4-year program of research about transformational forms of leadership in schools responding to a variety of restructuring initiatives. Evidence is summarized about transformational leadership practices and behaviors in schools, their effects on a variety of school and teacher variables, and thought processes that give rise to such leadership practices. On the basis of this evidence, the author argues for the promise of transformational leadership in school-restructuring contexts.
Sex Bias in Compensation: An Examination of Compensation Differentials for Female and Male Educational Administrators
Authors: Young I. Phillip , Brown John
Published: March 2007

Literature addressing employee compensation within the educational context has identified several different types of focal positions where females are compensated at a rate less than male counterparts. Knowledge about discrimination in compensation for female and male employees is expanded by including sources of compensation other than gross annual salaries and by expanding the type of focal positions investigated. Salary and fringe-benefit data were regressing against a well-defined model for chief financial officers in public school districts. Results indicate an equitable situation for fringe benefits and an inequitable situation for salaries received Female chief financial officers were found to be paid less than comparable male chief financial officers.
National Curriculum Assessment: The Experience of England and Wales
Authors: Daugherty Richard
Published: March 2007

This article provides an account of the origins and development of a system of National Curriculum assessment in England and Wales. It analyses government policy in this area and traces three main phases of system design and implementation. The evidence available from research about the effect of these changes is summarised as a prelude to discussion of the overall process of change. The author concludes by suggesting six questions that would be worth revisiting in the course of the impending review of the National Curriculum and its associated assessment arrangement.
Salary Discrimination: A Test of the Paradoxical Female Hypothesis
Authors: Young I. Phillip
Published: March 2007

Several researchers have suggested that females are less sensitive than males to conditions of salary underpayment and have coined the term paradoxical female. To test the hypothesis addressing the paradoxical female and to examine reactions of females and males within competing models for pay satisfaction, a random sample of chief financial officers was selected and assessed. Results indicate that female chief financial officers, unlike male chief financial officers, receiving less than their entitled salaries enjoyed the same level of pay satisfaction as both female and male chief financial officers receiving more than their entitled salaries. Pay satisfaction, as defined by a referent source, was found to vary by gender of chief financial officers and to follow a linear, as opposed to a curvilinear, model.
An Operationalization and Validation of the Maslow Need Hierarchy
Authors: Lollar Don
Published: March 2007

The article presents the development of an instrument to assess need satisfaction among lower socio-economic populations. The four most basic levels of the Maslow need hierarchy were considered—physiological, physical safety and security, affection, and self-esteem. Each level was represented by a subscale. Pilot testing and revision of initially-constructed items was performed. Finally, 200 delinquent adolescents were administered the Need Satisfaction Schedule (NSS). Stability was demonstrated for each subscale and the total schedule ( p < .041). Internal consistency was relatively higher for the upper levels of the hierarchy and for the total NSS. Convergent validity of the subscales was established ( p < .005). Nomological validity was established by the use of a correlation matrix approach. Utilization of the NSS among lower socio-economic was discussed.
The Validity of Some Alternative Measures of Achievement Motivation
Authors: Harper Frank B.W.
Published: March 2007

Two tests commonly used in research on achievement motivation, the Thematic Apperception Test and the Test Anxiety Questionnaire, have been criticized for a number of shortcomings involving reliability, validity, and ease of scoring. The present study examines the retrospective validity of two alternate measures which appear to overcome many of the objections to the former tests. These alternate measures are the n-Ach scale of the Personality Research Form and the Debilitating Anxiety scale of the Achievement Anxiety Test. An analysis of variance comparing the relative academic achievement of two samples of college students was performed through using high and low scoring comparisons on the two measures. The results showed that academic achievement was significantly related to scores on the tests. The alternate measures are therefore recommended to researchers for further study of achievement motivation.
An Empirical Comparison of Metric and Nonmetric Analyses of Correlation Coefficients
Authors: Carroll Robert M.
Published: March 2007

Factor analyses and nonmetric multidimensional scaling analyses were carried out on the same matrices. For error free data, the solutions are identical under choice of a similarity transformation. For real data the solutions were similar with the similarity usually maximal when both solutions had the same number of dimensions. The effect of sample size was looked at using Monte Carlo methods. As sample size increased the sample solutions on the average more closely resembled the population solution. It was found that achieving monotonicity between sample and population correlations might require large samples.
A Comparison of Computer-Monitored Group Tests with Paper-and-Pencil Tests
Authors: Hoffman Kaaren I. , Lundberg George D.
Published: March 2007

A test was administered to pharmacy students in two ways: using a computer-monitored, group-response system and using the conventional, paper-and-pencil method. Student performance on the two administrative modes was compared. Test-taking behavior for the two modes, as measured by the number and pattern of changed answers, was also compared. Three item formats (true-false, multiple-choice and matching) were analyzed separately.
The Multivariate Analogue of JAN
Authors: Lutz J. Gary
Published: March 2007

The purpose of the univariate version of JAN (Judgement Analysis) is to take a situation in which judges are rating subjects on a single attribute and, through regression techniques, "capture" the policy of each judge and iteratively cluster the judges on the basis of policy similarity. The present paper extends this procedure to situations in which the judges rate the subjects on a multiplicity of attributes. Computational simplification is discussed, and a numerical example is given.
A Computer Program to Perform Multiple-Group Factor Analysis
Authors: Myerberg N. James
Published: March 2007

A computer program to perform multiple-group factor analysis is presented. Written in FORTRAN IV, the program has a special feature to handle variables with strong negative correlations.
Construction and Development of the Academic Motivations Inventory (AMI
Authors: Moen Ross , Doyle Kenneth O.
Published: March 2007

This paper reports the early development of the Academic Motivations Inventory (AMI), a self-report measure of the academic motivations of college students. Content validation procedures and the reliability of items and scales suggest that AMI is at present a promising instrument for group measurement (e.g., to describe the predominant motivations of students in a course) and that it may become, through refinement of the scales, a useful tool for individual assessment.
Effects of Instructions, Option Keying, and Knowledge of Test Material on Seven Methods of Scoring Two-Option Items
Authors: Aiken Lewis R. , Williams E. Newsom
Published: March 2007

Seven formulas for scoring two-option test items are considered. Five of the formulas take into account variations in the number of items on which each of the two options is keyed as correct. The results of an experiment involving the seven scoring formulas are then presented. The dependent variables in the experiment were the scores obtained by applying the seven formulas to the responses of 180 students to a 100-item general psychology examination. The four independent variables were: proportion of total number of items on which option " a" was keyed as correct (P); whether or not examinees were told the proportion of " a" options keyed as correct (T); whether or not examinees were instructed to guess when in doubt about the correct answer (G); level of examinee's knowledge of the subject-matter of the test ( K). Statistical analysis revealed that variable P had a significant effect with some formulas but not with others, and that the effects of variables T and G were greater in the low-knowledge than in the high-knowledge groups. In those instances in which variable T was significant, examinees who had been told the number of correct options in each category and to guess when in doubt usually scored higher than examinees who had not been told these numbers but to guess when in doubt. For a given P × T combination, examinees who were told to guess when in doubt usually scored lower than those given no instructions concerning guessing. The effects of the experimental conditions varied somewhat with the particular scoring formula employed.
A General Questionnaire Analysis Program
Authors: Aiken Lewis R.
Published: March 2007

A general program for analyzing category- or frequency-data obtained from questionnaires is described. The frequency distribution, category percentages, median, and semi-interquartile range are computed on each variable. In addition, for each pair of variables to be compared, a contingency table of observed and expected cell frequencies and percentages, the observed and critical values (.05 and .01) of chi square, the associated number of degrees of freedom, Cramer's statistic, Kendall's tau, and the phi coefficient (for 2 × 2 tables) are computed. Two parameter cards and a card for each pair of variables to be compared, together with the category- or frequency-data cards, must be punched as input.
A Comparison of Wisc and Wisc-R Scores of Sixth Grade Students: Implications for Validity
Authors: Stokes Elizabeth H. , Brent Diana , Huddleston Nancy J. , Rozier Joyce S. , Marrero Bernabe
Published: March 2007

Fifty-nine sixth-grade volunteers, 32 males, 27 females, 10 blacks, 49 whites were administered both the Wechsler Intelligence Scale for Children (WISC) and the Wechsler Intelligence Scale for Children-Revised (WISC-R).

Each student was tested in two separate sessions by the same examiner. The students were randomly divided into two groups with one group administered the WISC first and the other administered the WISC-R first. The scores of both groups were combined to form the Total Group.

In the Total Group, the mean WISC-R Verbal Scale (VS) and Full Scale (FS) IQ scores were significantly lower than the corresponding mean WISC IQ scores.

Although the differences between WISC and WISC-R mean IQ scores were not so great as those found by some other investigators, the findings do support previous research which has revealed the mean WISC-R FS scores to be lower than mean WISC FS scores. However, the correlation coefficients between the WISC and WISC-R for all three IQ scores were significant. Thus, the two instruments do appear to be measuring similar abilities.
Some Sampling Characteristics of Three Estimators of the Intraclass Correlation
Authors: Carroll Robert M. , Faden Vivian B.
Published: March 2007

Some sampling characteristics of three estimators of the intraclass correlation were investigated under a variety of conditions within the context of a one-way three treatment level random effects analysis of variance. The results promote caution in the use of all three estimators since they show both a large negative bias under most conditions and a large standard deviation. The three estimators differed very little in their degree of bias or in the magnitude of their standard errors.
Personality Correlates of Achievement in a Personnel Evaluation Course
Authors: Schuh Allen J.
Published: March 2007

Forty-four students enrolled in a personnel evaluation course were given three examinations on the content of Cronbach's textbook, Essentials of Psychological Testing. The sum of the three achievement test scores was correlated against the scores from the scales of the Guilford-Zimmerman Temperament Survey and from the Thurstone Interest Schedule. The total achievement test score was significantly correlated with the scores from the Emotional Stability ( r = .33) and with those from the Personal Relations ( r = .35) scales. The multiple correlation of these scales against the total achievement test score was R = .45.
The Social Self-Esteem Inventory
Authors: Lawson J.S. , Marshall W.L. , McGrath P.
Published: March 2007

Seventy six items describing self-esteem in social situations were rated by 265 subjects, and subsequently subjected to an iterative item-total correlation and analysis in order to maximize factorial purity. Factor analysis of the remaining 30-item scale revealed a single general factor that accounted for 39.7% of the total variance. A new group of 128 subjects completed the 30-items twice, and a retest reliability over 4-weeks indicated that the scale was highly reliable ( r = 0.88). Normative data, based on the original 265 subjects, is provided in the appendices along with a description of the scale.
Multitrait-Multimethod Validation of Four Personality Measures With a High-School Sample
Authors: Beck Michael D. , Beck Connie K.
Published: March 2007

Four procedures were used to assess high-school students' status on 12 of Murray's "needs." The instruments included the Adjective Check List, a self-rating form, and a paired comparisons form com pleted by each subject; and peer ratings made by classmates nomi nated by each subject. Campbell and Fiske's (1959) multitrait-multi method matrix was used to assess the validity of the four procedures. That the direct self-ratings seemed to indicate the highest degree of convergent validity led to the recommendation that this relatively simple approach be used in future studies of a comparable nature.
Rotation of Two Factor Matrices to a Common Resolution
Authors: Brennan Jerry
Published: March 2007

A computer program to rotate two factor matrices to maximum congruence is described. The program is based upon the confactor principle and not upon simple structure principles. The two factor matrices must contain the same variables and number of factors but should be from disparate populations or treatment phases.
The Development and Validation of the Educational Attitudes Inventory
Authors: Bunting Carolyn E.
Published: March 2007

Fifty-six items describing various aspects of the educational process were rated by 290 teachers and subsequently subjected to a factor analysis. The four scales derived through this procedure were combined to form the Educational Attitudes Inventory, a 35-item, self-report instrument. Scales labeled Affective and Cognitive assess commitment to emotional development and inductive learning, respectively. The Directive Scale assesses attitudes toward authority and control in the classroom, whereas the Interpretive Scale focuses on relevancy in learning. Construct validity and split-half reliabilities are reported for the scales.
CANBAK: A Program Which Performs Stepwise Canonical Correlation Analysis
Authors: Thompson Bruce
Published: March 2007

In this paper canonical correlation analysis is presented as the most universal case of the general linear model. It is suggested that canonical methods may have been underutilized in contemporary analytic practice, perhaps because software has been lacking. A computer program is discussed which provides for a calculation of several recently developed canonical coefficients as well as for implementation of a new stepwise method of canonical analysis.
Interrelationships of the Eysenck Personality Inventory and the Eysenck Personality Questionnaire
Authors: Campbell John B. , Reynolds James H.
Published: March 2007

A sample of 220 American college students completed both the Eysenck Personality Inventory and the Eysenck Personality Questionnaire. Consistent with the Eysencks' assumptions, the corresponding Extraversion scales from the two inventories correlated .80, and the two Neuroticism scales correlated .87. In addition, within the Eysenck Personality Questionnaire, Psychoticism was independent of both Extraversion and Neuroticism. With the exception of the Lie scales, test-retest reliabilities ranged from .85 to .94. Means and standard deviations were reported for all scales, both for the total sample and by sex.
Through a Glass, Clearly? A Computer Program for Generalized Adaptive Filtering
Authors: Krus David J. , Jacobsen Janet L.
Published: March 2007

Makridakis and Wheelwright's algorithm for generalized adaptive filtering was described as adapted for a stand-alone, single-user computer system. Also discussed was an application of the algorithm to analysis of time series data pertaining to depiction of interpersonal relationships in cartoons published in the New Yorker and the Saturday Evening Post between 1929 and 1979. General problems of causal modeling were considered within the framework of experimental-correlational controversy with suggestions for its transcendence.
A Generalizability Study of the Conners' Teacher Rating Scale-Revised
Authors: Conger Anthony J. , Conger Judith C. , Wallander Jan , Ward David , Dygdon Judith
Published: March 2007

The hyperactivity scale of the Conners' Teacher Rating Scale-Revised (CTRS-R) was investigated to compare teachers' use of this instrument to its use by independent classroom observers. Results of this study indicate that teacher ratings of children are highly stable over time. Independent observers agree with one another within an occasion both within a classroom and across classrooms; however, observations based on a one-hour period are not stable over time, but a composite score based on three occasions can be expected to be as stable as teacher ratings. Teachers and observers agree only slightly within a classroom, and teacher and observer classroom means are virtually independent of one another. The implications of these results for continued use of teachers' ratings are that the referents for teacher ratings should be determined, ratings should be made more objective, standardization across teachers should be demonstrated before norms are preferred, and the rating scale should be validated via observations or other objective hyperactivity measures.
Validity of Measures Reflecting Visual Discrimination and Linguistic Constructs for a Sample of Second-Grade Hispanic Children Receiving Reading Instruction in Spanish
Authors: Morrison James A. , Michael William B.
Published: March 2007

The concurrent and discriminant validity of La Prueba de Analisis Auditivo (PAA), a Spanish auditory perception test, and the validity of the perceptual deficit hypothesis and of hypotheses derived from verbal processing theory were evaluated in a sample of 114 second-grade Hispanic pupils receiving reading instruction in Spanish. Pupils were assessed on measures representing intelligence, verbal and non-verbal visual discrimination and three linguistic constructs (phonemic segmentation, verbal encoding, and visual-verbal encoding) as well as on a standardized criterion measure of second-grade Spanish reading achievement. The investigators concluded that the perceptual deficit hypothesis was untenable but that hypotheses derived from the verbal processing theory received at least partial support. Phonemic segmentation as measured by the PAA appeared to be statistically independent of other predictor variables as well as a statistically valid and educationally meaningful predictor of second-grade Spanish reading achievement.
Multitrait-Multimethod Validation of Personality Traits Possessed by Industrial Personnel in Research and Development
Authors: Scarpello Vida , Whitten Betty J.
Published: March 2007

Personality inventories are frequently used in applied research settings. Typically, these inventories are not validated in the situation, in which they are used. The purpose of the present study was to assess the validity of twenty-two personality trait scales taken from Jackson's Personality Research Form and Personality Inventory for the measurement of personality characteristics of research and development (R & D) specialists in industry. Campbell and Fiske's multitrait-multimethod technique was used to determine whether or not ratings by supervisors of the personality of their subordinates agree with the subordinates' personality scale scores of the same traits.
The Relationship of the California Achievement Test to the Degrees of Reading Power Test
Authors: Weiner Max , Kippel Gary
Published: March 2007

The California Achievement Test (CAT) and Degrees of Reading Power (DRP) tests were administered to 28,000 students in 1981 and 33,000 students in 1982 in seven different grades to determine the relationship between the two instruments as measures of reading. The correlation between the tests ranged from .77 to .86. It was concluded that even though the publishers of both tests have maintained that their tests measured different aspects of reading achievement, either test may be used to make valid predictions to the other by use of locally constructed conversion tables.
The Development and Validation of a Test Battery to Measure Differentiated Cognitive Abilities in Three-Year-Old Children
Authors: Singer Sandra , Corley Robin , Guiffrida Clare , Plomin Robert
Published: March 2007

A 35-40 minute battery of eight tests was constructed to measure the following four specific cognitive abilities in young, preschool children: verbal skill, memory, perceptual speed, and spatial ability. The battery was administered to 98 preschool children. A factor analysis of the intercorrelations of the eight tests revealed four interpretable factors each representing one of the targeted abilities.

Prior to this study, evidence for this particular organization of cognitive abilities in young children had not been reported in other factor analytic studies of existing preschool mental tests. An explanation for this fact might be that the earlier test batteries were not designed to measure particular cognitive abilities. On the other hand, the eight considered for this study had been designed expressly for that purpose.

Based on results of factor analyses, a shorter version of the test battery, consisting of four tests, was devised. This shorter version which can be administered in 20 minutes, shows promising validity relative to the Stanford-Binet Intelligence Scale.
A Reliability and Validity Investigation of the Mathematics Attribution Scale
Authors: Powers Stephen , Douglas Peggy , Choroszy Melisa
Published: March 2007

The Mathematics Attribution Scale-Algebra (MAS) was designed to assess attributions to ability, effort, task, and environment for success and failure in algebra. The present study examined the reliability and-validity of the MAS with high ability high school students. The results of this study present a complicated picture of the psychometric properties of the MAS.
The Validity of an Academic Study-Time Questionnaire for College Students
Authors: Reed Patrick , Puchalski Debra , Denham Carolyn , Michael William B.
Published: March 2007

For a sample of 70 university students the validity of a questionnaire on academic study time entitled Student Study Time Survey (SSTS) was estimated in relation to data provided by a criterion measure called Student Study Time Interview Schedule (SSTIS). This schedule contains a record sheet of an interview involving an in-depth interactive discussion between an interviewer and student. During the interview the student indicates participation hour by hour over the previous week in a variety of activities. Two sets of scores on the SSTS representing student perceptions of (a) number of hours spent studying outside of class during the previous week and (b) average number of weekly study hours devoted outside of class over the entire semester yielded correlation coefficients of .65 (p < .001) and .67 (p < .001), respectively, with the estimate of the number of study hours during the previous week of classes as determined from the SSTIS. For a different sample of 33 students a test-retest estimate of .68 for the reliability of the SSTS was obtained. The mean score on the SSTIS was significantly higher than that found for either indicator of study hours provided by the SSTS. The conclusion was reached that a self-report form allowing a determination of the number of hours spent in study outside of class is a practical and a reasonably accurate approach for investigating expenditure of study time by college students.
An Exploratory Procedure for Tracking Heterogeneity Associated with the Intercept in Regression
Authors: Aggarwal Lalit K.
Published: March 2007

IN some linear regression problems samples may be unwittingly drawn from a heterogeneous population. The exploratory procedure described in this paper can be used to detect heterogeneity in a regression problem associated with the intercept.
Assessment of Positive Sex-Role Characteristics
Authors: Speth Carol A. , Plake Barbara S.
Published: March 2007

Investigation of bias related to either gender or gender-related attributes has been hampered by the lack of a scale which would address the gender-relatedness of characteristics and which also would indicate how positively or negatively the stereotypical characteristics are viewed. The new scale, Positive Sex-role Inventory, was developed to have three dimensions: masculine, feminine and neutral. All of the characteristics are positive in terms of employability or market value. Empirical investigation of the instrument for the profession of counseling psychologist showed a three factor-structure and adequate estimates of internal consistency reliability.
The Personality Adjective Inventory: Construction, Reliability, and Validity
Authors: Retzlaff Paul , Gibertini Michael , Scolatti Michael , Laughna Shauna , Sommers John
Published: March 2007

A new test of personality based on Murray's need-press theory and following the lead of the Personality Research Form (PRF) was developed. The construction and validation of the Personality Adjective Inventory (PAI) is described. The instrument is composed of 100 adjectives which measure 20 traits. A Likert response format is used to increase reliability. Overall, the inventory showed excellent psychometric properties across several measures of reliability, stability, and validity. It compares favorably to other adjective inventories as well as to the PRF. Strengths, weaknesses and possible uses of the PAI were discussed.
Consistency of Factor Structure on the Semantic Differential: An Analysis of Three Adult Samples
Authors: Sherry David L. , Piotrowski Chris
Published: March 2007

Piotrowski (1983a, 1984) reported on variance in Osgood's (1957) formulation of three dimensions of semantic space on the semantic differential technique with a fifth grade sample. The current study was concerned with the consistency of factor structure in three adult samples using three different concepts: THE UNIVERSITY OF WEST FLORIDA, DEATH, and MYSELF. Results indicated consistency for the predicted Evaluation dimension (Factor I) and moderate consistency for both Potency and Activity dimensions across the three samples. However, some scales tended to be loaded significantly on more than one factor; this was particularly evident for the Evaluation dimension in that several non-Evaluative scales at times weighted on Factor I. Although the findings indicated a slight increase in factor invariance when compared to Piotrowski's earlier work with children, researchers are still cautioned to subject their semantic differential data to factorial methods so as to enhance the validity of their results.
Comparing Two Non-Parallel Regression Lines with the Parametric Alternative to Analysis of Covariance Using SPSS-X or SAS—The Johnson-Neyman Technique
Authors: Karpman Mitchell B.
Published: March 2007

The Johnson-Neyman (J-N; 1936) technique is a parametric alternative to analysis of covariance that permits non-parallel regression lines. This article presents computer programs for J-N using the transformational languages of SPSS-X and SAS. The programs are designed for two groups and one covariate.
The Multifactorial Nature of Extraversion-Introversion in the Myers-Briggs Type Indicator and Eysenck Personality Inventory
Authors: Sipps Gary J. , Alexander Ralph A.
Published: March 2007

The study was designed to test the construct validity of extraversion-introversion and to explore the nature of the concept as measured by the Myers-Briggs Type Indicator (MBTI) and the Eysenck Personality Inventory (EPI). The psychometric properties of the MBTI have been inadequately studied, whereas those of the EPI have been investigated extensively. Responses of 840 subjects to the two measures were submitted in toto to factor analysis. Of the seven factors retained, three measures of extraversion appeared: Factor 2 (a sociability component), Factor 4 (an impulsivity/non-planning component), and Factor 7 (a liveliness/risk-taking/jocularity component). Findings supported the view of extraversion-introversion as a complex construct (Eysenck and Eysenck, 1977; Guilford, 1977; Howarth, 1976). The Myers-Briggs Type Indicator-Extraversion Introversion (MBTI-EI) and the Myers-Briggs Type Indicator-Judging Perceiving (MBTI-JP), scales were found, surprisingly, to be factorially valid measures of impulsivity/non-planning. Implications and suggested research are discussed.
Stability of WISC-R IQS: An Investigation of Ethnic Differences Over Time
Authors: Elliott Stephen N. , Boeve Kurtis
Published: March 2007

This investigation examined the 3-year stability of WISC-R IQs for a balanced sample of anglo, black, and Mexican-American handicapped children. No significant differences in mean IQs were found across the three ethnic groups, although over the 3-year test-retest period, WISC-R Verbal and Performance IQs were observed to vary significantly. Specifically, Verbal IQs decreased by an average of 2 points, while Performance IQs increased by an average of nearly 3 points. It was concluded that although statistically significant, the influence of 3 years time on the intelligence test performance of this varied ethnic sample of handicapped children was clinically insignificant.
Pupil Disruptive Behavior: Development and Factor Structure of an Operational Measure
Authors: Lunenburg Frederick C. , Schmidt Linda J.
Published: March 2007

This study was designed to measure pupil disruptive behavior in schools. In order to measure pupil disruptive behavior, an instrument called the Pupil Disruptive Behavior (PDB) Scale was developed and tested. A 64-item instrument was administered to 227 public high school educators in Illinois, Iowa, and Wisconsin. A principal components analysis revealed three interpretable factors accounting for 45% of the variance. A 29-item PDB Scale is presented that shows moderately high reliability at the high school level.
Teacher Validation of the Martinek-Zaichkowsky Self-Concept Scale for Children with Mildly Mentally Retarded Children
Authors: Blackbourn J. M. , Wilson James
Published: March 2007

The purpose of this study was to obtain a measure of concurrent validity for the Martinek-Ziachkowsky Self-Concept Scale for Children (M-ZSCSC) with respect to young handicapped children. The subjects consisted of 90 educable mentally retarded children and their 29 first grade teachers. A comparison of student performance on the M-ZSCSC and teacher ratings of students using the M-ZSCSC was conducted. The results of the study yielded composite and factor coefficients which were significant at the .01 level.
Do Students' Expectancies Affect their Course Evaluations?
Authors: Terry Roger L. , Mcintosh David E.
Published: March 2007

Relationships between students' expectancies of their introductory psychology class and their midterm and final course evaluations were investigated. Course evaluation forms administered at the very beginning of a term defined the expectations, and were compared to midterm and final ratings. Expectations were related to midterm and end-of-the-term ratings of teacher warmth and inspiration and work demands, but the relationships were not great.
Superior Reliability and Validity for a New Form of the Sentence Verification Technique for Measuring Comprehension
Authors: Marchant Horace G. , Royer James M. , Greene Barbara A.
Published: March 2007

A study was conducted to evaluate a new form of the Sentence Verification Technique (SVT) of measuring comprehension. The new form, called the Meaning Identification Technique (MIT), was designed to retain the property of requiring examinees to evaluate the meaning of the text while at the same time increasing test reliability and validity. One-hundred-three students from an undergraduate educational psychology class were administered a reading comprehension test based on either the traditional SVT or MIT format. Higher reliability coefficients were found for the MIT test and performance on the MIT was a better predictor of course exam scores than performance on either the traditional version of the SVT or the Scholastic Aptitude Test. These results suggest that the MIT has better reliability and the validity than the SVT.
Development of an Instrument to Measure Faculty Comfort with Clinical Teaching
Authors: O'Connor-Clarke Sharon L. , Clarke Charles M. , Hitchcock Maurice A. , Mygdal William K. , Lamkin Bill D.
Published: March 2007

A 28 item Q-sort instrument was developed and administered to 159 clinical teachers in family medicine. The 28 items represented behaviors or attitudes of clinical teachers. Factor analyses yielded a three-factor structure for describing characteristics of the ideal clinical teacher. The factors were given the names "authority," "sensitivity," and "capability."
Equating the Standard and Advanced Forms of the Raven Progressive Matrices
Authors: Jensen Arthur R. , Saccuzzo Dennis P. , Larson Gerald E.
Published: March 2007

Raw scores on the Standard and Advanced forms of the Raven Progressive Matrices were rescaled in a college sample by means of equipercentile equating to yield a common scale that accommodates a wider range of talent than do the raw scores of either form. The common scale is expressed as IQ with mean and standard deviation equated to the national normative sample for the Otis-Lennon IQ Mental Ability Test.
Interjudge Agreement and the Maximum Value of Kappa
Authors: Umesh U. N. , Peterson Robert A. , Sauber Matthew H.
Published: March 2007

The observed degree of agreement between judges is commonly summarized using Cohen's (1960) kappa. Previous research has related values of kappa to the marginal distributions of the agreement matrix. This manuscript provides an approach for calculating maximum values of kappa as a function of observed agreement proportions between judges. Solutions are provided separately for matrices of size 2 x 2, 3 x 3, 4 x 4, and k X k; plots are provided for the 2 x 2, 3 x 3, and 4 x 4 matrices.
Finding a Correction for the Sampling Error in Multivariate Measures of Relationship: A Monte Carlo Study
Authors: Thompson Bruce
Published: March 2007

Canonical correlation analysis is a powerful statistical method subsuming other parametric significance tests as special cases, and which can often best honor the complex reality to which most researchers wish to generalize. However, it has been suggested that the canonical correlation coefficient is positively biased. A Monte Carlo study involving 1,000 random samples from each of 64 different population matrices was conducted to investigate bias in both canonical correlation and redundancy coefficients, and to provide an empirical basis for isolating an appropriate correction formula. Results indicate that the Wherry correction, first suggested for use with the multiple correlation coefficient, provides a reasonable correction that is sensitive to those factors most affecting bias. The results also indicate that canonical results are not as positively biased as some researchers have believed, especially if sample size is at least 10 subjects per variable or effect sizes are moderate or large.
Maketest and Taketest: Two Computer Programs for Constructing and Administering Objective Tests
Authors: Aiken Lewis R.
Published: March 2007

Two computer programs, MAKETEST and TAKETEST, have been written in BASICA to facilitate the construction, administration, and scoring of objective tests. A variety of tests can be constructed and scored by program MAKETEST and accessed by program TAKETEST. Codes for accessing the two programs, and a list of student IDs, may also be stored by MAKETEST. The programs facilitate the administration of tests to small groups using IBM PCs or compatibles, and can provide for makeup tests as well as immediate scoring and feedback of answers for review purposes.
An Analysis of Variance Pitfall: The Fixed Effects Analysis in a Nested Design
Authors: Zucker David M.
Published: March 2007

This paper illustrates a major pitfall with fixed effects analysis of variance in the nested design. The pitfall is not clearly identified and discussed in standard texts.
Validity of a Measure of the Frames of Reference Preferences of School and Business Executives
Authors: Van Epps Pamela D. , Thompson Bruce
Published: March 2007

The present study investigated the measurement integrity of Roussel's Managerial Frames of Mind Survey. Subjects were 369 managers from three types of organizations: (a) higher education, (b) not-for-profit public sector organizations, and (c) a for-profit corporation. Confirmatory factor analysis was employed, as well as exploratory bootstrap factor analysis and a second-order factor analysis. The results offer insight regarding the psychometric properties of the measure, but also suggest some conclusions regarding Bolman and Deal's theoretical constructs.
The Construct Validity of Four Protestant Ethic Attitude Scales
Authors: Waters L. K. , Zakrajsek Todd
Published: March 2007

The six subscales of the Survey of Work Values, the Protestant Ethic Scale, and the pro- and nonProtestant Ethic Scales were intercorrelated for a sample of 152 college students. Compared to those scores obtained 15 years earlier, the current data yielded comparable internal-consistency estimates of reliability and a similar pattern of relationships among the scales. However, mean scores on the scales were significantly higher for the current sample ( p < .01). The nonProtestant Ethic Scale was significantly related to three of the Survey of Work Values subscales ( p < .01): (a) positively with Social Status and Attitude Toward Earnings (both extrinsic scales) and (b) negatively with the Activity Preference intrinsic scale.
The Logical Relations Grid: A New Measure of Construct Implications and Inconsistencies
Authors: Henry Rachael M.
Published: March 2007

The logical difficulties with existing measures of construct implications are examined and rectified in a newly developed instrument, the Logical Relations Grid. Empirical evidence is presented which demonstrates its reliability, its validity, and its capacity for revealing the specific logical relations between construct pairs as well as inconsistent implications. Finally, its potential for use with children as well as adults is demonstrated.
A Review of Meta-Analyses in Organizational Behavior and Human Resources Management: An Empirical Assessment
Authors: Steiner Dirk D. , Lane Irving M. , Dobbins Gregory H. , Schnur Al , McConnell Sharon
Published: March 2007

The use of meta-analysis in Organizational Behavior and Human Resources Management is reviewed by coding 35 studies on 21 methodological variables. Results indicated tremendous variability in applying this approach. Suggestions for researchers employing this technique are presented, and implications of its improper use are discussed.
Cross-Validation of the Quarterly Profile Examination
Authors: Willoughby Thomas Lee , Bixby Alice Rae
Published: March 2007

The Quarterly Profile Examination (QPE) is produced by a computer-assisted test construction system designed for the longitudinal measurement of the acquisition and retention of knowledge of the medical sciences. QPE scores from two graduating classes were used to determine the shrinkage in predictive validity when using the QPE to predict scores on a national licensure examination, National Board of Medical Examiners Part I (NBME). Three prediction models were cross-validated to assess the validity of the QPE. The resulting significant correlations between the QPE scores and the NBME scores suggest that the QPE is a valid measure of knowledge obtained during the course of medical school, as well as a useful predictor of performance on the national licensure examination. The cross-validation analysis indicated the prediction formulas to be stable across time.
Formulae for Estimating Rater Reliability from the Significance of Treatment Effects
Authors: Magee Kevin N. , Overall John E.
Published: March 2007

The ability to discriminate true treatment effects in clinical research depends on the reliability of measurements. Rating scales are often used to assess treatment effects, but raters differ in their individual reliabilities. Rather than considering a rating instrument to have inherent reliability, it is important to focus on the reliability of the instrument in the hands of particular raters. Formulae for estimating individual rater reliabilities from analysis of treatment effects are presented and evaluated. However, results indicate that large sample sizes, large true treatment effects, and large differences in the actual reliabilities of the raters are required for the approach to prove useful.
Student Evaluation of University Teaching Quality: Analysis of a Questionnaire for a Sample of University Students in Spain
Authors: Fernandez Juan , Mateo Miguel A.
Published: March 2007

This study provides an analysis of the dimensionality and transituational invariance of a shortened version of the Complutense University Teachers Evaluation Questionnaire (CUTEQ-R), a 22-item instrument designed to evaluate student perceptions of university teaching quality. A total of 36,589 university students enrolled in 1,651 course subjects taught by 3,705 faculty resulted in a total of 194,885 student evaluations. Factor analysis procedures yielded two factors identified as (a) teaching competence demonstrated and (b) motivational skills accounting for approximately 71% of the total variance. Internal-consistency estimates of reliability (coefficient alpha) for the total scale and for each of the two factors for the total sample and subsamples were in the .90s.
The Comparability of the Short form Epq-Rindices of Extraversion, Neuroticism, and the Lie Scale With the Epq for a Sample of 190 Student Teachers in Israel
Authors: Francis Leslie J , Katz Yaacov J
Published: March 2007

This paper compares the Hebrew editions of the Extraversion, Neuroticism and Lie Scales of the short form EPQ-R with the longer and more established indices of the EPQ among a sample of 190 female trainee teachers in Israel. The findings support the comparability of the two editions of these indices for the sample.
A Factor Analysis of Kolb'S Revised Learning Style Inventory
Authors: Geiger Marshall A. , Boyle Edmund J. , Pinto Jeffrey
Published: March 2007

Kolb's revised Learning Style Inventory (LSI) was completed by 718 introductory accounting students. Their scores were factor analyzed to assess the construct validity of the LSI instrument. Both 2-factor and 4-factor solutions were examined in order to assess Kolb's two-dimensional learning style and four separate learning abilities, respectively. The results support two bipolar learning dimensions different than those theorized, and only one separate learning ability. Learning dimensions running from Concrete Experience (feeling) to Reflective Observation (watching),and. from Abstract Conceptualization (thinking) to Active Experimentation (doing) were found, along with the distinct construct of Abstract Conceptualization.
A Measure of Association for Nominal Independent Variables
Authors: Berry Kenneth J. , Mielke Paul W.
Published: March 2007

Subroutines are presented to calculate a measure of association between a nominal independent variable and nominal, ordinal, or interval dependent variable. A permutation test of significance is provided.
A Gutyman Scale Factor Structure of Comprehensiveness
Authors: Katz Yaacov J. , Schmida Mirjam
Published: March 2007

The aim of this study was to empirically test the ideal type theory of comprehensiveness which encompasses four major factors: openness versus selectivity in student intake; student oriented curriculum adapted to student needs versus achievement oriented curriculum; flexible placement of students in a variety of learning programs versus rigid student placement in streams, tracks and settings; and advancement of social integration among students versus perpetuation of social segregation. The School Comprehensiveness Questionnaire was administered to a representative sample of 37 comprehensive high school principals in order to assess their schools' level of functioning on the four factors of comprehensiveness. An analysis of the data indicates that the four factors form a unidimensional and cumulative Guttman Scale structure. The results of the study illuminate comprehensiveness as a hierarchical educational concept, and suggest that the Guttman Scale of comprehensiveness may be utilized as an instrument for measuring the degree of comprehensiveness of individual schools.
Reliability of Profiles: Canonical Correlation and Redundancy Analysis
Authors: Levin Joseph
Published: March 2007

Two coefficients of reliability of profiles have been suggested as multivariate extensions of the classical reliability coefficient: the average reliability of the components and the mean of the squared canonical correlations between the set of observed scores and the set of the latent true scores. It is shown that the former coefficient is identical to the mean redundancy of the observed variables conditional on the true variables.