bluuebunny/crossref_metadata_2025 huggingface dataset:
Clinical Sociology and Correctional Counseling
Authors: Kennedy Daniel B.
Published: March 2007

Criticisms of the efficacy of psychotherapy and the failure of criminal rehabilitation call for continued attempts to develop successful intervention modalities. During the past decade, the clinical sociology of the 1930s has been revived and may be effectively applied to correctional counseling. Since theorizing concerning criminal etiology is primarily sociological in nature, treatment paradigms should be grounded in sociological theory. Clinical sociologists may utilize cultural “vital features” such as ethnicity, stratification, age, family and sex roles, change, and everyday metaphysics in the correctional counseling relationship.
Ex-Offender Employment, Recidivism, and Manpower Policy: CETA, TJTC, and Future Initiatives
Authors: Jacobs James B. , McGahey Richard , Minion Robert
Published: March 2007

Over the past several decades, there have been many programs to reduce the continuing high level of ex-offender unemployment. These policies were often part of broader federal efforts to improve the labor market position of the disadvantaged. However, these traditional labor market policies have had disappointing outcomes, leading to dissatisfaction and skepticism about programs to alleviate ex-offender unemployment. This article reviews federal ex-offender employment initiatives with particular attention to the Targeted Jobs Tax Credit (TJTC), a program providing employers with tax deductions for hiring ex-offenders. Our analysis indicates that this credit (like other employment programs for ex-offenders) has had marginal impact at best. We suggest reasons why this is so, focusing on the specific problems of employing ex-offenders, and the general weaknesses of targeted employment strategies that rely on tax incentives. We conclude with some speculations about possible new directions for ex-offender employment programs.
Deterrence: A Reconceptualization
Authors: Pestello H. Frances
Published: March 2007

This article examines deterrence relationships using path analytic techniques. A sample of 271 high school students were analyzed to determine the impact of perceived severity, certainty, and celerity of punishment upon student misbehavior. None of the deterrence relationships were significant. However, when perceived fear of the consequences was introduced, perceived celerity of sanction did have the predicted relationships with fear. The data raise some important questions about deterrence relationships.
The Problem of Assault Firearms
Authors: Zimring Franklin E.
Published: March 2007

Rational discussion of the public law control of assault firearms requires both sustained attention to the definition of assault weapons and historical perspective on the control of special high-risk firearms. This article reviews sociological, mechanical and functional approaches to the definition of assault firearms and discusses previous attempts in federal law to deal with special categories of high-risk weapons.
Beyond a Reasonable Doubt: Factors That Influence the Legal Disposition of Child Sexual Abuse Cases
Authors: Bradshaw Tausha L. , Marks Alan E.
Published: March 2007

The prosecution files of 350 child sexual abuse cases in Ector County (Odessa), Texas, were examined to determine the influence the child's age, relationship to the alleged offender, interval between initial occurrence and reporting of abuse, presence or absence of medical evidence, and presence or absence of a statement by the accused had on the subsequent prosecution and conviction of offenders. The victim's age and relationship to the suspect had no impact on the legal outcome. There was a greater likelihood of prosecution and conviction in cases in which medical evidence and/or a statement by the offender were available and a shorter interval existed between occurrence and reporting.
AIDS in Prison: Legal Issues
Authors: Belbot Barbara A. , del Carmen Rolando V.
Published: March 2007

Both current statutory and case law concerning AIDS in correctional institutions are discussed. The article examines the legal status of mandatory testing, the confidentiality of test results, segregating prisoners with AIDS from the rest of the prison population, adequacy of health care, and inmate assaults on correctional officers. The article emphasizes the fast-developing and changing nature of the law in all of these areas. Because many states have recently passed legislation concerning some of these issues, the authors advise corrections officials to familiarize themselves with their state statutes; the article provides examples of specific statutes. After addressing statutory law, the authors explain the various court cases that have been decided to date.
An Examination of Arrest Practices in Regions Served by Multijurisdictional Drug Task Forces
Authors: Schlegel Kip , McGarrell Edmund F.
Published: March 2007

Approximately 800 multijurisdictional narcotics task forces now operate across the country, yet little is known about their impact on drug enforcement practices. This article presents findings regarding arrest practices from a pre-post implementation evaluation with comparison groups of two such task forces operating in Indiana. With varying degrees of success, both task forces achieved their basic objectives of increasing both the number and the seriousness of drug arrests. However, while it appears that the task force structure facilitates the achievement of these aims, it does not appear to be a necessary condition for producing these results.
Research Note: Punish and Rehabilitate? Public Attitudes Toward Six Common Crimes
Authors: McCorkle Richard C.
Published: March 2007

Opinion polls show increasing punitiveness among the public toward criminals. However, methodological issues raise questions about the use of such polls in developing public policy. To provide a more accurate description of attitudes toward crime, a telephone survey of 397 adults was conducted in which punitive and rehabilitative sentiments toward six common crimes were examined. Respondents expressed a strong punishment orientation toward all six offenses, this punitiveness being relatively uniform across a variety of demographic and attitudinal subpopulations within the sample. However, strong support was also expressed for rehabilitative programs, particularly among the young, poor, and minority populations.
Illinois Juvenile Justice: An Emerging Dual System
Authors: Beger Randall R.
Published: March 2007

Trial courts have inherent powers, including the authority to punish for contempt. Historically, contempt charges were limited to adults who understood the consequences of deliberately disregarding a court order or challenging the court's authority. Illinois juvenile court judges now use contempt power to force nondelinquent status offenders to comply with routine court directives, a practice having no legal or historical precedent and conflicting with the legislative intent of the Illinois Juvenile Court Act.
Crime and the Bell Curve: Lessons from Intelligent Criminology
Authors: Cullen Francis T. , Gendreau Paul , Jarjoura G. Roger , Wright John Paul
Published: March 2007

In their best-selling book, The Bell Curve, Herrnstein and Murray argue that IQ is a powerful predictor of a range of social ills including crime. They use this “scientific reality” to oppose social welfare policies and, in particular, to justify the punishment of offenders. By reanalyzing the data used in The Bell Curve and by reviewing existing meta-analyses assessing the relative importance of criminogenic risk factors, the present authors show empirically that Herrnstein and Murray's claims regarding IQ and crime are misleading. The authors conclude that Herrnstein and Murray's crime control agenda is based on ideology, not on intelligent criminology.
What Works for Female Offenders: A Meta-Analytic Review
Authors: Dowden Craig , Andrews D. A.
Published: March 2007

Although the question of what works for general offender populations has received considerable attention within the rehabilitation literature, very little research has examined female offenders. The present investigation examined the principles of effective correctional treatment for female offenders through a meta-analytic review. The results indicated that the clinically relevant and psychologically informed principles of human service, risk, need, and responsivity identified in past meta-analytic reviews were associated with enhanced reductions in reoffending.
Race, Class, and Perceptions of Discrimination by the Police
Authors: Weitzer Ronald , Tuch Steven A.
Published: March 2007

Previous research has shown that Blacks are more likely than Whites to hold unfavorable opinions of criminal justice agencies in America, but the literature has rarely examined whether social class also affects these opinions. Using recent national survey data on perceptions of racial discrimination by the police and the criminal justice system, this study examines the effects of race and class on citizen attitudes. The findings indicate that (1) race is a strong predictor of attitudes and (2) class affects several of these views. An important finding is that middle-class Blacks are sometimes more critical of the police and justice system than are lower-class Blacks.
Women in the Canadian Forces: Between Legal and Social Integration
Authors: Winslow Donna , Dunn Jason
Published: March 2007

In this article the authors examine the integration of women into the Canadian armed forces. The definition of integration has two parts. The first is a legal standard where women and men are incorporated as equals into the military. The second is of a social nature. Here, integration is defined as the full acceptance of women as equals. The authors argue that the combat forces are far removed from civilian society. As a result they emphasize the values and attitudes of the traditionally male-oriented military organization and, in particular, masculine models of the warrior, thus resisting female integration. This article is based primarily upon documentary research on gender integration in the Canadian armed forces. The authors also examine how scholars have addressed change within military organizations; in particular, how certain sectors of the military react differently to change. In addition, informal interviews were conducted with forces personnel.
What is Really Rational Choice? Beyond the Utilitarian Concept of Rationality
Authors: Zafirovski Milan
Published: March 2007

Hailed by its exponents as a unifying paradigm for social theory and dismissed by its critiques as an imperialistic intrusion into sociology coming from neoclassical economics, rational choice theory is one of the most significant and controversial developments in contemporary sociological theory. This report reconsiders the degree of adequacy of rational choice theory for modern sociology. The report focuses its attention on the concept of rationality in rational choice theory. The major assumption or implication of modern rational choice theory, just as the old utilitarianism and neoclassical economics, is the status of human rationality as ipso facto utilitarian-economic rationality, namely the maximization of utility, profit or wealth, and alternatively the minimization of costs and other `disutilities'. This assumption is re-examined in this report. The point of departure of this examination is the argument that rational choice broadly understood is not necessarily utilitarian-economic rationality, namely utility- or profit-optimizing behavior.
Organizing for Literacy Achievement
Authors: Wohlstetter Priscilla , Malloy Courtney L.
Published: March 2007

The ability to read has become a vital tool for success in society. Reading failure affects more than school achievement; it has implications for job choice and economic prosperity. Moreover, students in urban areas are at greater risk for poor reading outcomes. Given the necessity of basic reading skills, how can schools design and implement successful reading reforms? This article attempts to answer this question by linking current research on effective reading instruction with current theory and research on school governance and reform. The review begins with an overview of historical approaches to reading curriculum and instruction and then presents current research on effective early literacy practices for kindergarten through third grade. An overview of research on governance and management structures in high-performance schools is also presented. The article concludes with a discussion about school organization and policy issues that can support reading instruction.
Learning “America”
Authors: Lee Stacey J.
Published: March 2007

First- and second-generation Hmong American youth gather much of their information about America and “being American” from their experiences attending school. This ethnographic study explores the way Hmong American students at a public high school in Wisconsin interpret what it means to be Hmong in the United States. It examines the way the culture of Whiteness at the school shapes Hmong American students’experiences and their understandings about being American. The article addresses such questions as What is the school teaching Hmong students about America and being American? How do non-Hmong students and staff construct Hmong American students? How do Hmong American students respond to the culture of Whiteness?
The Schools' Response to Youth Unemployyment
Authors: Hilliard Asa G.
Published: March 2007

The key to understanding of relief-giving is in the functions it serves for the larger economic and political order, for relief is a secondary and supportive institution. Historical evidence suggests that relief arrangements are initiated or expanded during the occasional out-breaks of civil disorder produced by mass unemployment, and are then abolished or contracted when political stability is restored. We shall argue that expansive relief policies are cyclical - liberal or restrictive depending on the problems of regulation in the larger society with which government must contend [Piven and Cloward, 1971].

It is about a search too, for daily meaning as well as daily bread, for recogniton as well as cash, for astonishment rather than a torpor; in short, for a sort of life rather than a Monday through Friday sort of dying. Perhaps immortality, too, is part of the quest. To be remembered was the wish, spoken and unspoken, of the heroes and heroines of this book [Terkel, 1972: xiii].
A Hierarchy of Basic Organizational Needs in Liberal Arts Colleges
Authors: Thompson Hugh L. , Hearn James J. , Fox Edward
Published: March 2007

Although the research techniques reported here are first generation, the authors produce results that suggest the idea of hierarchy of basic organizational needs is worth further research. The authors outline their rationale for the needs hierarchy, present data secured during an application of this concept in a study of administrative financial decision making in private liberal arts colleges, and discuss the usefulness and limitations of their findings.
The Micropolitics of Instructional Supervision: A Call for Research
Authors: Blase Jo , Blase Joseph
Published: March 2007

This article examines the applicability of the micropolitical perspective to understanding various dimensions of instructional supervision. A brief discussion of the centrality of micropolitics to supervisory structures, processes, and practices is followed by reviews of two emergent streams of research: the micropolitics of teaching and the micropolitics of instructional supervision. Suggestions for further research are discussed in detail. The authors also discuss implications of a micropolitical perspective for preparation programs and administrator practice.
Intervening Variables in Organizational Behavior
Authors: Abbott Max G
Published: March 2007

In this analysis of the relationships among organizational structure, per sonality, and behavior, the author discusses the mediating functions of cognitive orientations and affective responses to roles, and relates these to the feedback mechanisms of reference-group norms and reward sys tems. Mr. Abbott is head professor of educational administration, super vision and guidance at Auburn University, Auburn, Alabama.
Socialization of the Academic Chairperson: A Typology of Communication Dimensions
Authors: Staton-Spicer Ann Q. , Spicer Christopher H.
Published: March 2007

A typology of communication dimensions that are used by academic chairpersons during the early stages of the socialization process to define their new roles is described. Over a 10-month academic year, intensive interviews were conducted with four new chairpersons of different departments on three university campuses. Four functions of communication (informative, integrative, regulative, and innovative)guided data gathering and analysis. The typology of critical communication dimensions that emerged from the research expands the understanding of the linkage between communication and organizational role socialization.
Administrators' Perceptions of Policy Influence: Conflict Management Styles and Roles
Authors: Wirt Frederick M. , Christovich Leslie
Published: March 2007

This article explores the relationship between urban executive officers and their political environments, first by reporting on how three types of these officers perceive their policy influence upon their urban legislatures. Those findings raise questions about their roles and styles in conflict management. Consequently, the second part develops a paradigm of conflict management in the urban context. The empirical work first raises questions about democracy and professionalism, while the subsequent conceptual framework explores opportunities for research about social change and policymaking.
Issues and Trends in the Philosophy of Education
Authors: Burbules Nicholas C.
Published: March 2007

This essay! offers a perspective on the current stale of philosophy of education and its directions for the future. It begins with a review of recent debates on the "relevance " of philosophy of education and attendant changes in the role of the philosopher in schools of education; these have resulted in closer lines of collaboration with other areas of educational policy, research, and practice. The essay then reviews four areas of philosophical work in education which, the author suggests, hold promise for future investigation and collaboration: gender issues, methodological issues in educational research, issues in teacher cognition and critical perspectives on education and schooling.
The Application of Causal Modeling Techniques to Administrative Decision Making: The Case of Teacher Allocation
Authors: Heck Ronald H. , Marcoulides George A. , Glasman Naftaly S.
Published: March 2007

The purpose of this study is twofold: first, to propose and test a theoretical model concerning the way elementary school principals make teacher allocation decisions, and, second, to apply LISRFI causal modeling methodology to estimate and test this model. In all, 169 elementary school principals participated in the study. The results confirm that the proposed model fits the data. In making allocation decisions, elementary school principals are mainly influenced by antecedent personal, organizational, and political variables. We also discuss previous research and practical implications.
The Dimensionality of Decision Participation in Educational Organizations: The Value of a Multi-Domain Evaluative Approach
Authors: Bacharach Samuel B. , Bamberger Peter , Conley Sharon C. , Bauer Scott
Published: March 2007

While the literature on education reform has called for increased teacher participation in decision making, little is known about the decision participation construct itself Previous research in this area may be categorized according to the approach taken with respect to the conceptualization and operationalization of participation in decision making. We argue that an approach which views the construct as both evaluation-based and multi-dimensional in nature has advantages over three other common approaches taken in such studies. A sample of 842 elementary and 689 secondary teachers is used to (a) show the utility of a multi-domain evaluative approach to examine participation in decision making and (b) empirically identify four decision domains.
Semiotics as an Orientation to Administrative Practice
Authors: Everhart Robert B.
Published: March 2007

This article focuses on the concept of ideology and its utility in the understanding of educational practice. Ideology is viewed as a belief, which, while representative of a particular reality, disguises a deeper reality. The relationship between appearances and a more basic reality can profitably be understood from the orientation afforded by semiotics -the study of symbols and signs. Through semiotics, language is viewed as a fundamentally symbolic process, thereby permitting an understanding of language "in use " through an analysis of the structure as well as the context of language. Using data from a field study of three schools, the article describes ideology as socially constructed and based in part on policymakers' connections to a larger social context. Semiotics permits a more complete understanding of the interaction between language and educational practice and helps guide research to this nexus.
The Organizational Dynamics of Teacher Workplace Commitment: A Study of Urban Elementary and Middle Schools
Authors: Kushman James W.
Published: March 2007

Two types of teacher workplace commitment-organizational commitment and commitment to student learning-were studied in 63 urban elementary and middle schools, with all data analyzed at the school level. Schools high in organizational commitment tended to (a) serve educationally advantaged students, (b) exhibit orderly school climates conducive to learning, and (c) involve teachers more in school decision making. The latter two alterable working conditions were predictive of organizational commitment after controlling for student background. Organizational commitment was positively related to student achievement. It was also positively related to teacher job and career satisfaction, feelings of efficacy as a teacher, and teacher expectations for student success. Overall, weaker relationships were found between commitment to student learning and predictor variables. Schools high in this type of commitment tended to serve educationally disadvantaged students. Surprisingly, there was only a weak relationship between commitment to student learning and student achievement. Follow-up case studies focused on uncovering the mechanisms by which organizational commitment is formed and enhanced in inner-city elementary schools. Five mechanisms were identified: job renewal, professional fulfillment, collaborative leadership, school learning climate, and student achievement. The study draws implications for improving teacher commitment and reforming schools, particularly in inner cities.
Rethinking School-Based Management Policy and Research
Authors: Wohlstetter Priscilla , Odden Allan
Published: March 2007

This article reviews existing literature on school-based management policy and research and highlights several themes related to both why school-based management does not work and how it can be designed to be more effective. The intended purpose is to offer new directions for school-based management policy and research, based on what is already known and where knowledge deficiencies lie. The results from the review suggest that future policy and research ought to expand its purview of school-based management to include more than just delegating budget, personnel, and curriculum decisions to schools and to join school-based management as a governance reform with content (curriculum and instruction) reforms so as to enhance the possibilities for improving educational practice.
The Use of Metaphor and Reflective Coaching in the Exploration of Principal Thinking: A Case Study of Principal Change
Authors: Dana Nancy Fichtman , Pitts James H.
Published: March 2007

This article documents the results of an interpretive study on the process of principal thinking as the researcher and the principal engaged in Schön's notion of reflective coaching. Metaphors were used as a referent for the principal to make sense of changes he wished to make in his practices.
Schools as Intergovernmental Partners: Administrator Perceptions of Expanded Programming for Children
Authors: Herrington Carolyn D.
Published: March 2007

The article provides an analysis of the pressures being placed on schools to become more active in intergovernmental programming and explores the challenges these new programs pose to educational administrators as determined by in-depth interviews with a small sample of school principals and district superintendents. Data from the interviews suggest that some programming areas are being accommodated smoothly within existing school structures; that technical problems emerging from jurisdictional disputes are not impeding implementation, and that public acceptance of expanded roles for schools is high. However, the data also suggest that as the programs become full-scale and expand into more controversial areas, and as the demand for additional facilities grows, jurisdictional conflict may increase, educator tolerance for nontraditional services may be tested, and community acceptance may stratify along class lines.
Reforming American Education Policy for the 21st Century
Authors: Verstegen Deborah A.
Published: March 2007

This article reviews the concept of equal opportunity to learn over time as related to school finance systems; it discusses the current state of education finance and the need for redesigning funding structures and linking them to upgraded curriculum and equitable school practices to provide "aligned" education policy aimed at a high-quality education for all children and at all schools. The assumption is that curricular improvements and finance reforms work more effectively together than either would alone. The second but equally important set of linkages discussed is between aligned education policies, including finance systems, and community services dealing with health, welfare, juvenile justice, and social and rehabilitation services. These linkages would extend the reach of the current reforms through interagency collaboration to address the multiple and interlocking needs many children bring with them to school which create effective obstacles to learning.
An Extension of the Shine Combined Analysis of Variance
Authors: Shine Lester C.
Published: March 2007

The basic ideas for the Shine Combined Analysis of Variance are extended to the case where some factors do not have repeated measures. Schematic calculation procedures are presented for the two-way case with repeated measures on one experimental factor. Some useful modifications of the basic Shine-Bower error term, which is used to test subject sources of variation, are also presented.
Published Tests and the Needs of Educational Accountability
Authors: Hoepfner Ralph
Published: March 2007

A match was made between consensual indexes of elementary education goal priorities and the availability of published tests that held promise for their assessment. A Q sort was utilized to obtain priority ratings on 106 pre-established goals from a nationwide sample. Independently, published tests for the elementary level were sorted into the same 106 goal categories. Results of the matching techniques indicated that most goals, whether high or low in priority, are measured by few or no published tests. This failure on the part of test publishers to respond to the needs of education is seen as an important contributor to the current popularity of criterion-referenced instruments.
Teacher Perceptions of Behaviors Associated With Creative Problem Solving Performance
Authors: Wasik John L.
Published: March 2007

This paper presents the results of a study designed to determine the perceptual cues used by teachers to identify creative problem solving ability. A battery of eight Structure of Intellect (SI) ability tests were administered to 162 10th grade students of one school in a large suburban school district on the Mid-Atlantic seaboard. Ratings of student creative problem solving ability obtained from four teacher teams were related to the SI measures by the use of the Christal's Judgement Analysis Procedure. It was concluded that the four teacher teams were using the same cues (SI abilities) in rating students in terms of creative problem ability and that these cues were related to types of abilities measured by scholastic aptitude tests.
A Fortran Program for Analyzing the Results of Flanders' Interactional Matrix
Authors: Racioppo Vincent C. , Pascale Pietro J.
Published: March 2007

This paper presents a FORTRAN program that computes all the indices (such as indirect-direct ratio and extended direct) and all the cells, by individual subject and by totals, of the Flanders' Interactional Matrix. The output consists of printed as well as punched output.
Abstract Reasoning Ability as a Predictor of Vocational Success of Adult Retardates
Authors: Bolton Brian , Sugent Elaine
Published: March 2007

The Attitudes Toward Work and Money Questionnaire was administered to 10 vocationally successful and 10 unsuccessful mentally retarded clients. Only one of the 20 items which comprise the ATWMQ discriminated (p < .05) between the criterion groups. The results did not support the original study.
The Calculation of Reliability From a Split-Plot Factorial Design
Authors: Brennan Robert L.
Published: March 2007

This paper treats the question, "How should one estimate the reliability of school (or classroom) means when persons are nested within schools (or classrooms)?" We begin by reviewing the use of variance components in the estimation of reliability from a randomized block (RB) design. Then we extend this rationale to the estimation of reliability (or generalizability) coefficients in a split-plot factorial (SPF) design with persons nested within schools.

Through the use of variance components from the SPF design, we derive estimates of reliability for schools and for persons within schools. Then we compare the reliability for persons within schools from a SPF design with the reliability for persons from a RB design. Finally, we compare the reliability for schools from a SPF design with the reliability for school means from a RB design.
The Prediction of Performance in an Educational Psychology Master's Degree Program
Authors: Bean Andrew
Published: March 2007

This study examined the predictive validity of the Graduate Record Examinations Aptitude Test, Verbal and Quantitative scores (GREV and GREQ) and undergraduate grade-point average (UGPA). Criterion variables consisted of graduate grade-point average (GGPA), the Master's Comprehensive Examination scores (MCE), and grades in individual required courses. Subjects were 91 students enrolled in the Department of Educational Psychology Master's degree program at a large metropolitan university. G REV correlated .31 with GGPA, but failed to correlate significantly with any other criterion. GREQ correlated .45 and .59 with grades in two research methods courses, but failed to correlate with any other criterion. UGPA was not significantly related to any of the criteria. These somewhat atypical findings stress the need for local validation of graduate admissions measures.
Linguistic Determinants of the Difficulty of True-False Test Items
Authors: Peterson Candida C. , Peterson James L.
Published: March 2007

Adults read a prose passage and responded to questions based on it which were either true or false and were phrased either affirmatively or negatively. True negatives yielded most errors, followed in order by false negatives, true affirmatives, and false affirmatives. The discrepancy from the ordering Wason (1961) found for binary propositions and the implications for construction of true-false examinations are discussed.
A Computer Program to Correct the Correlation Coefficient for Restriction of Standard Deviation
Authors: Tritchler D.L. , Pedrini D.T.
Published: March 2007

When a correlation is taken in a sample in which the range of the variables being correlated is limited, it is often desired to apply the correlation to groups with different ranges for the variables. In such situations a correction for restriction of range may be necessary. In this paper four cases in which correction of the correlation coefficient is possible are considered, and a computer program to perform the corrections is presented. The program, which includes an iterative correction algorithm for explicit restriction on both variables, is available from the authors.
Incremental Validity of the Act Test Battery for Predicting Success in a School of Nursing Over a 10-Year Period
Authors: Halpin Gerald , Halpin Glennelle , Hauf Barbara
Published: March 2007

The incremental effectiveness of the American College Testing Program Examination (ACT) was studied along with the effectiveness of the ACT alone and of high school grade-point average alone in predicting differential success in a three-year nurses' training program for 199 students over a 10-year period. Both high school grade-point average and ACT scores alone and combined were significantly related to first-, second-, and third-year grade-point averages of students in the school of nursing as evidenced by significant (p < .01) zero-order and multiple correlation coefficients. These zero-order and multiple correlation coefficients were converted to indices of forecasting efficiency which showed an increase in predictive power greater than 100% for each of the three years when the ACT was used to supplement high school grade-point average to predict grades in the school of nursing.
An Exact Probability Test for Use with Likert-Type Scales
Authors: Cooper Martin
Published: March 2007

In this paper, an exact test for use with certain types of Likert scale is presented. The test may be used on the assumption that the points of the scale are equally-spaced, that subjects respond independently of each other, and that each point of the scale has an equal likelihood of response for each subject. A table of critical values is presented for use with small samples.

When samples are large, it is shown that a normal approximation may be used. This approximation is described and illustrated.
Computer Procedure to Construct Isodensity Ellipses for Bivariate Normal Correlational Analysis
Authors: Smith Robert A. , James Mark , Michael William B.
Published: March 2007

A computer program is described that constructs and visually displays isodensity ellipses of a bivariate normal distribution for a maximum number of 100 pairs of values. The numbers of actual points within the ellipses can be compared with the theoretically expected frequencies by a chi-square analysis.
Response Processes During the Description of Others
Authors: Minor Michael J. , Fiske Donald W.
Published: March 2007

Each subject described a person he knew well by responding to items adapted from Jackson's Personality Research Form. He then indicated whether, in responding, he had felt uncertain of his response, had found the item ambiguous or difficult to apply, etc. The closeness of each item to each described person was computed in terms of the Rasch model. Correlations between closeness and presence of each inappropriate response component were computed for each subject on each of two scales. Most of the proportions of positive correlations were significant, as in previous studies of closeness and inappropriate response processes in self-descriptions, suggesting that similar processes are involved in describing self and others.
Relationship of Ethnic Groups Self-Esteem and Anxiety to School Success
Authors: McCormick Charles H. , Karabinus Robert A.
Published: March 2007

Differences in measures of self-esteem and anxiety between children from three ethnic subgroups in each of three upper elementary grades, who had been divided by placing high or low on scores on tests of reading achievement, arithmetic achievement, and scholastic aptitude, were studied. In contrast to previous findings by Frerichs (1971), no self-esteem differences were noted in high vs. low reading achievement groups of Black children. Self-esteem and anxiety differences between subsamples of high vs. low achievement and of high vs. low scholastic aptitude were inconsistent across ethnic groups. Sample characteristics, differences in conditions for instrument administration, and varying child-adult relationships were suggested as possible sources of influences upon the findings.
A General Method for Partitioning Sums of Squares of Treatments and Interactions in the Analysis of Variance
Authors: Boik Robert J. , Kirk Roger E.
Published: March 2007

A method is presented for partitioning the sums of squares of treatments and interactions to reflect specific treatment and interaction contrasts. The method is illustrated by partitioning the sums of squares in a split-plot factorial analysis of variance design.
A Four-Dimensional Sphere? a Paradox in AVA's Vector Model and Profile Analysis Method
Authors: Howard Ann , Carroll Robert M.
Published: March 2007

A mathematical analysis is made of the geometric vector model and profile comparison method developed for the Activity Vector Analysis (AVA), a personality measure widely used in industry. The profile comparison formula is shown to be equal to a Pearson r but less parsimonious than the usual formulas. A contradiction is discovered in that the geometric model is presented in three-dimensional space as a sphere or spheroid, whereas the profile comparison formula mathematically requires four-dimensional space to reflect distances between profiles within the sphere. Some recommendations are made regarding resolution of the theoretical incongruency and revision of the measure based on empirical findings.
Alternative Factor Analytic Solutions for the Wechsler Intelligence Scale for Children—Revised
Authors: Silverstein A.B.
Published: March 2007

The intercorrelations among the 12 subtests of the WISC-R were analyzed for each of the 11 age groups in the standardization sample, using the principal-factor method. Both two- and three-factor solutions were obtained for each age group, using the maxplane method, and the stability of the two solutions from one age group to another was assessed by calculating coefficients of congruence. The two-factor solution proved somewhat more stable, but the difference was relatively small and some may actually prefer the three-factor solution.
Mjan: a Computer Program for Univariate and Multivariate Judgment Analysis
Authors: Lutz J. Gary
Published: March 2007

The purpose of this program is to perform both univariate and multivariate judgment analysis. More specifically, given a situation in which a group of judges rates a set of subjects on one or more characteristics, and given one or more known attributes of the subjects, the program provides a (linear) model for each judge's rating policy and then iteratively clusters the judges according to the similarity of those policies. The program, which is written in FORTRAN IV for use on the CDC 6400, makes use of the International Mathematical and Statistical Library (IMSL) subroutines.
FORTRAN IV Program for One-Way Analysis of Variance With a Priori Or a Posteriori Mean Comparisons
Authors: Fordyce Michael W.
Published: March 2007

A flexible FORTRAN IV program for computing a one-way analysis of variance is described. Requiring minimal core space (16K), the program provides a variety of useful group statistics, all summary statistics for the analysis, and all mean comparisons for a priori or a posteriori testing. From 1 to 20 variables and from I to 10 groups can be studied.
Lost: McCall's T Scores: Why?
Authors: Krus David J. , Krus Patricia H.
Published: March 2007

A description of a FORTRAN program for linear and area transformations of test scores with optional generation of symmetric tables of areas under the standard normal curve is presented. Also included is a historic note on the origin of the T scale along with a discussion of the relative merits of area versus linear scale transformations.
On Testing the Trial-by-Subject Interaction for the Shine Combined Analysis of Variance
Authors: Shine Lester C.
Published: March 2007

An alternate procedure is presented for testing the trial-by-subject interaction in the Shine Combined ANOVA. This new procedure is designed to get around the independence and distributional problems of the original F test.
The Prediction of Success of Three Ethnic Samples on a State Board Certification Examination for Nurses from Performance on Academic Course Variables and on Standardized Achievement and Study Skills Measures
Authors: Haney Russell , Michael William B. , Martois John
Published: March 2007

For each of three samples of 207 Caucasians, 61 Mexican-Americans, and 53 Negroes in a nursing training program at a very large metropolitan hospital, validity coefficients of 15 predictor variables available prior to training and of 13 predictor variables obtained concurrently with training were calculated relative to each of five subtests of a state board certification examination for nurses. In addition, stepwise multiple regression analyses relative to each of the same five criterion measures as well as with respect to an average score on the five subtests of the certification examination were carried out for selected sets of predictor variables in each of the three samples. Standardized test measures involving reading skills were the most valid of the predictor variables obtained prior to nursing training, whereas total grade point average in program courses as well as scores on the National League for Nursing (NLN) Achievement Tests provided highest validity coefficients for each ethnic group. In terms of the predictor variables selected, the stepwise multiple regression analyses served essentially to reinforce the other correlational findings.
Experiments in the Validity of Preservice Teacher Stage Scoring of Moral Thought Statements
Authors: Napier John D.
Published: March 2007

Two experiments were conducted to replicate earlier studies of teacher stage scoring ability. In the first experiment the 2 original rater guides created by Kohlberg were compared. In the second experiment the 2 original Kohlberg rater guides were combined and compared to the Porter and Taylor rater guide. In both experiments there was no significant difference between rater guide treatments. Teachers could correctly stage score only 51% of the moral thought statements in experiment 1 and only 44% in experiment 2. Further analyses indicated that teachers were being influenced by the content of moral thought while stage scoring. Therefore, until research indicates what factors cause successful use of Kohlberg's stage scoring system, teachers should refrain from stage scoring because the validity of their stage scoring is open to serious question.
The Two-Sample Normal Scores Test for Scale
Authors: Penfield Douglas A.
Published: March 2007

The normal scores test (NS) for scale is presented as an alternative for evaluating the equality of dispersion for two independent populations. Test development is indicated as well as examples illustrating large and small sample situations. Reference is made to comparisons with the F, Mood and Siegel-Tukey tests.
A Comment Concerning Levy's Procedure for Testing a Priori Trends in K Independent Correlations
Authors: Levy Kenneth J. , Games Paul A. , Kristal Mark B.
Published: March 2007

The present note suggests that Levy's (1976) procedure for testing predicted trends in independent correlations should not produce grossly incorrect inferences wher one is dealing with the sorts of correlations which are ordinarily encountered in empirical research.
Validation of the Language Assessment Scales
Authors: Dalton Starrett
Published: March 2007

In order to determine the concurrent validity of the Language Assessment Scale I as a measure of English language proficiency test scores were compared to teacher judgment as reflected in a rating scale. It was found that the Language Assessment Scale I had moderately high concurrent validity. Scores correlated .73 with a quantitative measure of teacher judgment. All students who scored low on the test were judged by teachers to need special instructional help because of their English language deficiency.
The Relationship Between Selected Personality Traits and Self-Esteem Among Female Nursing Students
Authors: Lewis John , Bentley Charles , Sawyer Ann
Published: March 2007

For a sample of 75 female senior nursing students, responses to the need scales of the Adjective Check List (ACL) were correlated with Total P Scores from the Tennessee Self-Concept Scale. The measure of self-esteem exhibited statistically significant correlation coefficients of .30 ( p < .02), .39 ( p < .01), and .34 ( p < .01) with the ACL scales of Endurance, Nurturance, and Affiliation. Statistically significant negative coefficients of -.31 ( p < .01), and -.51 ( p < .01) were found for the ACL scales of Aggression and Succorance.
Firo-B Interpersonal Compatibility: a Suggested Modification
Authors: Malloy Thomas E. , Copeland Ellis P.
Published: March 2007

The Fundamental Interpersonal Relations Orientation Behavior (FIRO-B) scale is a measure of three discrete interpersonal behav iors: inclusion, control and affection. A mathematical schema has been developed by Schutz (1966) which affords the opportunity to compare the individual FIRO-B results of a dyad and determine their global interpersonal compatibility. Examination of the com ponent algorithms which yield this global compatibility score sug gest an inconsistent use of absolute values and real numbers. The net result being that certain configurations of FIRO-B scores lead to an inaccurate estimation of dyadic compatibility. A modification of Schutz's original mathematical schema is presented in an attempt to ameliorate this inconsistency.
Matching Students To Their Preferred Testing Conditions: Improving the Validity of Cognitive Assessment
Authors: Dillon Ronna F.
Published: March 2007

The study was designed to investigate the extent to which college students of equivalent ability performed differentially on 3 x 3 fig- ural analogies administered under two elaborative testing condi tions : ( a,) Examinee verbalization regarding intraitem solution strat egies ; and ( a2) elaborated feedback given by the examiner regarding intraitem processes. As examinees who performed maximally under either internally structured mediation ( a1) or externally sturctured elaboration ( a2) had been identified, the study was designed to per mit evaluation of the changes in complex cognitive task perform ance which result from matching students to their preferred testing conditions. Ninety-six college undergraduates were given 12 items from the Advanced Progressive Matrices (Raven, 1962) under a1 condition and a second set of 12 items under a2 condition. Order of the testing conditions was counterbalanced. After an adjustment for differential ordering effects, examinees were identified who had per formed at a significantly higher level under each testing condition. The final set of 12 items was administered under the examinee's pre ferred condition. The results indicated that subjects who had dem onstrated a preferred testing condition did perform more effectively upon retesting than did a group of control subjects who had not dis played differential performance as a function of testing condition. No differences in performance were identified during the intial test ing session in which 12 items had been administered under a1 condi tion and 12 items had been given under a2 condition. Results are discussed with respect to the theoretical and practical implications of developing assessment prescriptions on the basis of individual dif ferences in information-processing capabilities.