bluuebunny/crossref_metadata_2025 huggingface dataset:
Counseling with Children
Authors: Wagner William G.
Published: March 2007

Counseling psychology and children, long thought to be mutually exclusive domains, in fact share complementary services and needs. In this article, historical and conceptual bases of counseling psychology are examined relative to their fit for work with children, from birth to 12 years of age. Attention is given to the mental health needs of today's children, and it is argued that counseling psychologists can make a legitimate contribution to the prevention and remediation of common problems that children encounter during the course of their development in a culturally diverse society.
Future Training Requirements for Counseling Psychologists
Authors: Kaczmarek Peggy G. , Wagner William G.
Published: March 2007

Rationale are provided for increasing opportunities for counseling psychology students to receive training in child counseling. Two models are proposed: (a) an exposure model, which would expand existing curricula to enhance students 'introduction to child counseling; and (b) a subspecialty model, which would provide more intense training through specialized course work and supervised practica with child clients. Both the exposure and the subspecialty models could have applications with other special populations.
Themes of a Long-Term AIDS Support Group for Gay Men
Authors: Stewart Greig M. , Gregory Barry C.
Published: March 2007

Support groups are established psychosocial treatment modalties in which clients address issues resulting from particular problems or diagnoses. In the past decade, the support group format has been widely adopted by community health clinics for persons diagnosed with the acquired immunodeficiency syndrome (AIDS). As mainstream health systems assist more people with AlDS, initial expertise developed from the gay and lesbian health care response to the human immunodeficiency virus (HIR believed to be the cause of AlDS) provides valuable information for all health care practitioners. This discussion of a long-term (5-year) AIDS support group examines 6 content themes: marginity,making choices, coping with the emotional roller coaster, premature confrontation of life issues, living with a chronic illness versus dying with a terminal disease, and death and dying. The authors inform their observations through examining the support group literature for persons living with HIV and other chronic or terminal illnesses.
The Effectiveness of Social Therapy in Prison—A Randomized Experiment
Authors: Ortmann Rüdiger
Published: March 2007

Studies on the effectiveness of correctional treatment in prison often strive for a high internal validity but neglect aspects of substantiation of content. This study tries to reach high internal validity and to treat the question of how much effectiveness can be expected in prison at all. Therefore, the way from treatment to recidivism is examined for important groups of variables with a longitudinal design. The results show that the success is rather low and prison is an extremely unfavorable place for a positive correction of people. The benefit of correctional treatment in prison for society is apparently overrated if studies only take into account the potentially positive—the effect sizes after correctional treatment—and exclude the negative aspects.
Enhancing the Scope of Experimental Inquiry in Intervention Studies
Authors: Cordray David S.
Published: March 2007

Randomized field experiments can provide trustworthy evidence about the effects of interventions. But, investigators have limited control over important features of the field experiment (e.g., program implementation, receipt of intended and unintended services, retention of participants in the study). Unchecked, these factors can limit the technical adequacy and utility of the study. In the absence of direct control over these factors, efforts should be directed at developing valid indicators so their influence can be taken into account using advanced analytical techniques. Coupled with logical and statistical analyses, studies that cast a wider measurement net should provide more useful explanations for the pattern of observed effects.
The Labor Market Consequences of Incarceration
Authors: Western Bruce , Kling Jeffrey R. , Weiman David F.
Published: March 2007

Rapid growth in the incarceration rate over the past two decades has made prison time a routine event in the life course of young, economically disadvantaged Black and Hispanic men. Although incarceration may now have large effects on economic inequality, only a few studies systematically examine the labor market experiences of ex-offenders. We review the mechanisms that plausibly link incarceration to employment and earnings and discuss the challenges of causal inference for a highly self-selected sample of criminal offenders. There is little consensus about the labor market effects of a variety of justice system sanctions, but there is consistent evidence for the negative effects of prison time on earnings, particularly among older or white-collar offenders. The labor market effects of incarceration are not yet well understood, but prior research suggests several promising avenues for future work.
Social Control in a School Setting: Evaluating a School-Based Boot Camp
Authors: Trulson Chad , Triplett Ruth , Snell Clete
Published: March 2007

In the past few years, several dramatic incidents have spurred renewed efforts to control violence and prevent crime in schools. Although it has yet to become a matter of much public discussion, what is particularly notable about many of these efforts is the increased collaboration of criminal and juvenile justice agencies with schools in their capacity as formal agents of control. In the present study, the authors evaluate one program that embodies this type of collaboration—Specialized Treatment and Rehabilitation (STAR). STAR is an innovative juvenile boot camp program in a public school setting that is operated through the combined efforts of the school, the juvenile court, and the juvenile probation department. Results of the evaluation revealed that although the program had a relatively small impact on recidivism, perceptions garnered from parents, teachers, and STAR participants were quite favorable for the program overall.
Official Intervention, Diversion from the Juvenile Justice System, and Dynamics of Human Services Work: Effects of a Reform Goal Based on Labeling Theory
Authors: Frazier Charles E. , Cochran John K.
Published: March 2007

This study examines the relationship between the degree of official intervention in the lives of juveniles charged with delinquent offenses and their diversion status. We draw upon official justice system data, data from a large diversion project that operated in eight counties, and data collected through field observations of the diversion program under study. Our findings show that the official intervention process is as intrusive for youth diverted out of the juvenile justice system for services as it is for those youth who are not diverted. Some part of the failure of one program on this reform goal may be explained by a general resistance to change among juvenile court officials, but it is clear from field observation data that the practices and professional ideologies of human services workers also contribute substantially to the failure.
Aquiring a Taste for Order: The Community and Police
Authors: Kelling George L.
Published: March 2007

Police order maintenance activities are important but controversial. They are controversial because there is no clear and consistent definition of what constitutes disorder and because the justification for police intervention in disorderly situations in uncertain. Some behavior that creates disorder is illegal and the basis for intervention is clear: the law. Other behavior that creates disorder is not illegal; instead, it violates community or neighborhood expectations of what constitutes appropriate civil behavior. Under such circumstances a primary basis for police intervention is the political will of the community.
Discrimination or Sex Differences? Criteria for Evaluating the Juvenile Justice System's Handling of Minor Offenses
Authors: Figueira-McDonough Josefina
Published: March 2007

The overrepresentation of female minor offenders in the juvenile justice system and the more severe handling of them than of males committing the same type of offense have come under attack as evidence of discriminatory practices. Defenders of the system claim that official statistics reflect de facto differences in the delinquent behavior of boys and girls and that differences in treatment correspond to the different needs of each gender group. A review of recent research invalidates such justifications by showing that (1) there is no evidence of gender specialization in behavior classified as minor offenses, and (2) the causal factors explaining involvement in minor delinquency are much the same for boys and girls. Furthermore, school attachment, at the peak age of involvement in minor delinquency (15-16), appears to function equally for males and females as a stronger restraint than family attachments. It is concluded that schools should play a much more central role in prevention programs for both groups.
Youth Gangs and Public Policy
Authors: Huff C. Ronald
Published: March 2007

Recent studies have begun to document the changing organizational forms of youth gangs in the United States. The emergence/re-emergence of these gangs, often accompanied by increased violence and involvement in drug use and/or trafficking, poses major public policy issues. However, little empirical research has been conducted on this subject, and very few studies have been based on interviews with gang members as well as official data and the perspectives of public officials. This article summarizes the results and recommendations of a two-year study of youth gangs in Ohio, focusing primarily on in-depth case studies of Cleveland and Columbus gangs.
HIV Policy for Probation Departments
Authors: Griffin Eugene , Lurigio Arthur J. , Johnson Bruce
Published: March 2007

A policy on HIV disease is essential for probation departments as an increasing number of probationers become infected with the virus. The proposed policy applies to both employees and clients of probation departments. It is based on the assumption that HIV is not casually transmissible and, therefore, neither probation officers nor court personnel are at risk of being infected through the routine performance of their duties. The policy protects those with HIV infection, discourages mandatory HIV testing, maximizes confidentiality, and insists on HIV education. The rationale and implementation of each policy recommendation is discussed.
Turf Wars in Progressive Era Juvenile Justice: The Relationship of Private and Public Child Care Agencies
Authors: Block Kathleen J. , Hale Donna C.
Published: March 2007

This article recounts the history of two 19th-century child-saving agencies, the New York Juvenile Asylum and Pennsylvania's Society for the Prevention of Cruelty Toward Children, as they evolved prior to and through the Progressive Era. The discussion focuses on the organizational contexts and the interorganizational relations of the agencies to other child saving agencies and the juvenile courts. The authors suggest that organizational theory and research can influence the study of the conflict between public and private child care agencies in the Progressive Era juvenile court movement.
Criminal Dispositions of New Mexico Juveniles Transferred to Adult Court
Authors: Houghtalin Marilyn , Mays G. Larry
Published: March 2007

One of the lingering controversies surrounding the juvenile justice system in the United States is the transfer of juvenile offenders to adult criminal courts, ostensibly for more severe dispositions. This issue especially has been of concern as the “get-tough” movement seemingly has gained momentum over the past two decades. This article examines the waiver process in New Mexico to establish the characteristics of the juveniles subject to the process and to determine the actual, instead of symbolic, criminal court dispositions of juveniles tried as adults.
A Tale of Two Targets: Limitations of Community Anticrime Actions
Authors: Buerger Michael E.
Published: March 2007

This article proposes separate variations of the title theme. First, community anticrime activities address two distinct target groups, only one of which is responsive to the modest community-organizing tactics, the legacy of Alinsky organizations. Second, the community is similarly divided into two categories. Community policing tactics are more appropriate to communities at the tipping point than inner-city neighborhoods afflicted with endemic social and economic neglect. The mediocre success of community organizing results from applying inadequate tactics to the two more difficult target groups. New techniques must supplement current strategies for community-based activities to be effective against crime.
The Economic Impact of Diverting Substance-Abusing Offenders into Treatment
Authors: Mauser Elizabeth , Van Stelle Kit R. , Moberg D. Paul
Published: March 2007

Recognizing the relationship between substance abuse and criminal behavior, the Wisconsin legislature in 1989 mandated the establishment of the Treatment Alternative Programs (TAP) modeled after the national Treatment Alternatives to Street Crime (TASC) program. This study evaluates the economic impact of TAP by examining the benefits and costs and cost-effectiveness of diverting offenders from the criminal justice system into substance abuse treatment. The results suggest that the benefits of TAP outweigh its costs in the short run and TAP costs less than incarcerating offenders.
The Influence of Educational Attainment on the Attitudes and Job Performance of Correctional Officers
Authors: Robinson David , Porporino Frank J. , Simourd Linda
Published: March 2007

Some prison managers assume that recruitment of correctional officers with postsecondary educational credentials promotes job satisfaction and offender rehabilitation. This assumption was tested using a sample of 218 officers. Results supported earlier findings that postsecondary education correlates with endorsement of rehabilitation and job dissatisfaction. However, university graduates were not more willing than less-educated officers to engage in offender treatment and there were no apparent effects of education on job performance, job involvement, and career development needs. The findings imply that education alone cannot enhance correctional outcomes and lead to the professionalization of correctional officers.
Assessing Juror Understanding of Capital-Sentencing Instructions
Authors: Frank James , Applegate Brandon K.
Published: March 2007

Although recent research has suggested that juror understanding of sentencing instructions in capital cases is limited, jurors in most states retain responsibility for determining whether a defendant receives the death penalty. Using data collected from 258 individuals who were called for jury duty in a midwestern city, the present study demonstrates that (1) jurors' comprehension of sentencing instructions is limited, (2) the particular areas of misunderstanding tend to place the defendant at a disadvantage, (3) juror understanding can be improved by rewriting state death penalty pattern instructions, and (4) comprehension levels also may be increased by providing jurors with a written copy of the instructions. Unfortunately, the effects that this research may have on legal policy are unclear.
Muslim Women and Nationalism: The Power of the Image
Authors: Timmerman Christiane
Published: March 2007

Women are often at the centre of nationalist discourses in Muslim countries. They are used to symbolize both the progressive aspirations of the secular elite and cultural authenticity expressed in Islamic terms. As such, they are central to secular as well as religious nationalism. The impact of western images on the creation of women as symbols of authenticity and cultural resistance within Islamic discourses is apparent. Western views, including those on women, are often regarded as politically or culturally suspect. In Islamism, women are regarded as the embodiment of Islamic originality and as such they have great symbolic value in distinguishing Muslim societies from the West. This conceptual framework creates opportunities for women to acquire a more positive and esteemed identity within both Muslim and western social contexts.
Adaptive Costs: A New Institutional Paradigm of Rules for the Competitive Game
Authors: Hage Jerald
Published: March 2007

The impact of knowledge has changed the fundamental rules of competition in advanced industrialized countries from an emphasis on productivity to one on speed in innovation. Furthermore, there are now a variety of ways in which firms can innovate as products have become more complex and are evaluated on multiple criteria. To innovate rapidly and effectively necessitates finding expertise outside the firm and hence the importance of joint ventures, strategic alliances and research consortia. A new theoretical framework about adaptive costs and benefits is suggested to explain this movement away from vertical integration.
Quantitative Cross-National Analysis as a Research Tool in the Sociology of Developing Countries: A Critical Examination
Authors: Herkenrath Mark
Published: March 2007

Quantitative cross-national analysis (CNA) is one of the most frequently used research methods in empirical sociology, particularly in research on developing countries. Its frequent application implies that CNA is a useful instrument that yields trustworthy results. However, numerous criticisms, which call into question the method's legitimacy, can be found in the relevant literature. This article discusses the most important among these criticisms, and explores three particularly problematic issues: comparability of national societies, case independence, and accuracy of `official' data material. Although these issues represent potential difficulties and shortcomings of quantitative cross-national research, there are elegant solutions. The article provides information about these solutions and demonstrates that CNA is indeed a useful research tool for sociologists.
Child Poverty, Maternal Health and Social Benefits
Authors: Baker Maureen
Published: March 2007

This article begins with a discussion of the relations among family poverty, poor health and employment. It argues that some lone mothers are unable to keep their children out of poverty because poor health interferes with finding or maintaining employment. These issues are discussed with reference to the international literature, and also in the light of the results of a New Zealand research project that examines the self-reported health status of lone mothers on social benefits, their experiences as beneficiaries, and their views about the government requirement to seek paid work. These lone mothers were not exempted from the work test for health or disability reasons, but the questionnaire results indicate that their self-reported health status is well below that of New Zealand women of comparable age. About one-third report health problems, either their children's or their own. Excerpts from 120 qualitative interviews illustrate the challenges that many one-parent families face when they attempt to exit from welfare.
Sociology without Society
Authors: Touraine Alain
Published: March 2007

Sociology was born not when good and evil were defined by what is useful or harmful to society, but rather when this correlation, exalted by the utilitarians, was placed in doubt because individualism seemed to have become a menace to society. This disjunction of the actor and the system led the most radical thinkers to conceive of a system without actors, dominated by determinisms and impersonal powers, and others to describe actors without a system, constructing in a normative void the forms of their interaction with actors who were strangers. Homo sociologicus, exalted by political philosophy, has disappeared. The globalization of the economy, which has entailed a weakening of the social and political controls that existed at the national level, has led in return to the development of identity politics which no longer defend a function but a being, not a project but a memory, which contradicts the evolution that has long defined modernity. We cannot establish a link between the system and the actor unless the latter is defined by the construction of his or her own liberty and not by the playing of specific social roles, and the former as a civil society in which the collective conditions of individual freedom are created. Social solidarity is the condition of cultural diversity, that is to say, the possibility for each person to combine in his or her own way their identity with participation in the techno-economic world.
Socialization, Culture, and Identities of Black Immigrant Children
Authors: Rong Xue Lan , Brown Frank
Published: March 2007

This article has synthesize the past two decades of research literature focusing on the life experience of Caribbean and African Black immigrants and their children and the process that they have been incorporated into American society and into its educational system. This article analyzes the social-cultural-economic causes of variation in Black immigrant children’s identity deconstruction and reconstruction, including Black immigrant youth’s attitudes towards racism and discrimination, their educational aspirations and educational performance, and the social and cultural resources present within ethnic communities. Three major issues relevant to Black immigrant children’s education were probed: “Triple disadvantages” vs. “model Blacks”; identities, differentiation and destination; and Black immigrants and American Blacks: diversity and solidarity. The authors have focused their recommendations on the transformation of educators’ perceptions and conceptions, on adjustment and innovation in educational policymaking, and on the change and reform in teachers’practice, schools’outreach efforts, and cultural environment.
Supervisory Behavior and Interpersonal Relations
Authors: Blumberg Arthur
Published: March 2007

In this article, the author, who is Associate Professor of Education, Syracuse University, poses the following questions: Are teachers' perceptions of their supervisors' styles related to the quality of interpersonal relations that teachers see existing between themselves and their supervisors? Do differential descriptions of behavioral styles produce different perceptions of the interpersonal relationship?
Hempies and Squeaks, Truckers and Cruisers—A Participant Observer Study in a City High School
Authors: Palonsky Stuart B.
Published: March 2007

What is it like to be a high school student? The author of this article spent four months as a participant observer in an urban, integrated and innovative high school in order to explore the social world and the social realities of its students.
Professional Mobility in Israel's Secondary Schools: Results of a Survey of Attitudes
Authors: Goldtein Joseph
Published: March 2007

As is the case in many countries, public demands for improvement in the educational system have increased in Israel. Much attention has been directed toward the teachers in the schools—the quality of their performance as well as the extent of their interest and involvement in their profession. In this article, based upon data collected during one phase of a larger study, attitudes of teachers, administrators, and others outside the system regarding salary structure, autonomy and responsibility, and criteria for promotion are reported.
The Politics of Education
Authors: Marden Robert H.
Published: March 2007

Following his analysis of key ideas in the four books, Professor Marden suggests that more scholarly attention be devoted to the total range of the politics of education, to non-local influences in the politics of local school districts, and to the political implications of educational policy formulation at the several governmental levels. Mr. Marden received his doctorate in political science from Harvard University where he has taught in the Graduate School of Education. He is presently on sabbatical leave pursuing his own researches in the politics of education and in mental health.
Evaluation of Educational Program Proposals by Means of DEA
Authors: Bessent Authella M , Bessent E Wailand , Charnes Abraham , Cooper William W , Thorogood Nellie Carr
Published: March 2007

A new application of DEA (Data Envelopment Analysis) is examined for evaluating the efficiency of occupational-technicalprograms in a comprehensive community college. This includes extensions of DEA for use in evaluating new programs that might be introduced along with possible combinations of old programs. Emphasis is placed on the relative efficiency aspects of DEA so that consequences for the efficiency ofprograms other than those being considered can be taken into account. Uses by the director of San Antonio College are described and placed in a context of the other elements that entered into her decisions. In conclusion, possible further improvements in DEA are discussed along with the kinds of research needed to achieve them.
A Summary of Legal Implications of Teacher Evaluations for Merit Pay and a Model Plan
Authors: Shaw Frank W.
Published: March 2007

Growing concern about the cost and quality of public educational programs has resulted in renewed interest in the differential compensation of teachers based upon merit. This article presents a discussion of the legal context of evaluation systems upon which merit pay programs are based. Following the discussion of the law, a model merit pay program is presented.
Programs in Educational Administration and the AASA Preparation Guidelines
Authors: Hoyle John R.
Published: March 2007

Persistent problems in the formal preparation of educational administrators and the background of the 1983 AASA guidelines are briefly discussed prior to the presentation of an overview of the guidelines themselves. As specific competencies and skills are presented, the rationale for each is set forth.
Detachment, Fear, and Expectation: A Faculty's Response to the Impending Succession of its Principal
Authors: Fauske Janice R. , Ogawa Rodney T.
Published: March 2007

The purposes of this study were to describe how an elementary school made sense of the impending succession of its principal and to extend Gephart's attempt to derive a grounded theory of leader succession. Gephart found that the faculty collectively degraded the status of the departing principal. In contrast, we found patterns that characterized teachers' individual thinking about the impending succession. We describe possible explanations for the discrepancy and discuss an alternative that focuses on norms rooted outside of the school. We describe a number of questions raised by the findings thatfuture research might address.
The Local School District Superintendency: A Puzzling Administrative Role
Authors: Crowson Robert L.
Published: March 2007

Surprisingly, the local school district superintendency is one of the least thoroughly researched roles in educational administration. This article reviews a number of puzzling aspects of the superintendency (as reflected in the extant literature) and calls for added inquiry into the organizational context of this key administrative position.
Instructional Leadership and School Achievement:Validation of a Causal Model
Authors: Heck Ronald H. , Larsen Terry J. , Marcoulides George A.
Published: March 2007

The purpose of this study is to test a theoretical causal model concerning how elementary and secondary school principals can influence school student achievement through the frequency of implementation of certain instructional leadership behaviors. After controlling for contextual variables, we hypothesized that three latent variables related to principal instructional leadership (school governance, instructional organization, school climate) affected student achievement. A total of 332 teachers and 56 school principals participated in the study. We conducted separate analyses of the proposed model at the individual and school level. The results confirm that the proposed model fit the data. We discuss the theoretical and practical implications of the results.
The Power of Paradigms: Reconceptualizing Educational Policy and Management
Authors: Boyd William Lowe
Published: March 2007

In most English-speaking nations, there has been a sea change since 1980 in how people think about educational policy and the management of schools. Moreover, despite significant differences in social and political traditions, there are striking parallels between these nations in the policies and reforms that have been adopted L These developments are clearly related to larger changes that have occurred in the way people think about the role of government and of the public services. This article argues that it is essential to scrutinize both the paradigms or theories influencing our thinking and the consequences of the biases built into them. Drawing on both the British and American experience, this article examines the dramatic shift that has occurred in educational policy and management, as both have been redirected by economic and outcome-oriented models.
Linking Governance Reform to Schooling Opportunities for the Disadvantaged
Authors: Wong Kenneth K.
Published: March 2007

Public school systems are increasingly experimenting with decentralized governance. This article examines the extent to which decentralized governance at the school site has an impact on instructional and curricular organization for disadvantaged pupils at the classroom level Using descriptive information gathered from four inner-city elementary schools in Chicago and Albuquerque, this study finds that strong professional control over program decisions remains intact regardless of the extent of parental empowerment.
Political Culture and Policy in a State-Controlled Educational System: The Case of Educational Politics in Hawai'i
Authors: P. Benham Maenette K. , H. Heck Ronald
Published: March 2007

Educational policy research is limited in its longitudinal examination of the relationship between state political culture and policy-making behavior: This study, centered on Hawai'i over 150 years, examines who controlled the educational policy process and what values were pursued in resultant school policies. Results indicate that political culture has continued to reflect limited citizen involvement while fostering the pursuit of efficiency. An implication is that understanding how a state's political culture has developed temporally may be useful in determining whether present educational reform is likely to be successful or unsuccessful
Imagining Leadership
Authors: Marshall Catherine
Published: March 2007

This critique of leadership theory and research starts with an imaginary conversation between Ella Flagg-Young and John Dewey in which they discuss what leadership ought to be. The conversation sets up the more serious critique, which points to fallacies in traditional thought about leadership: the assumptions that we can find a certain, value-free "truth" about leadership, the failure to consider leadership as enacted by women and others who have, heretofore, not attained leadership in bureaucracies, the failure to separate leadership from its enactment in bureaucracies, and the failure of traditional leadership to create school systems that enact social justice. Such schools will require leaders who work collaboratively, inclusively, with sensitivity to the range of potentials of diverse children and adults.
Caring as Career: An Alternative Perspective for Educational Administration
Authors: Marshall Catherine , Patterson Jean A. , Rogers Dwight L. , Steele Jeanne R.
Published: March 2007

The primary purpose of this article is to describe how school administrators operating from an ethic of care conduct their daily practice and how that practice differs from administrators operating solely from traditional leadership models. Via a secondary analysis of data that were gathered in our previous work with career assistant principals, we show how the practices of these assistant principals do not fit traditional administrative theories. Instead, the ethic of care was evident. Because it is difficult to separate administrative practice from organizational structure and professional norms, a secondary purpose of this article is to identify how the demands of both the organization and the profession interfere with enactment of caring.
Problem-Based Methodology and Administrative Practice
Authors: Robinson Viviane M. J.
Published: March 2007

A much neglected reason for the limited contribution of educational research to the improvement of practice is the mismatch between our various research methodologies and the generic features of practice. After a conceptual analysis of practice as problem solutions, a postpositivist methodology (Problem-Based Methodology) is outlined that incorporates a theory of problems and problem solving and a set of normative criteria for judging solution adequacy. The application of PBM to inquiry into administrative practice is illustrated in two school-based case studies of the design and implementation of schemes for the collective assessment of children's learning. The case analyses are discussed in terms of the preservation of the practical context and the capacity of PBM to produce generalizable knowledge.
School Effectiveness: The Underlying Dimensions
Authors: Uline Cynthia L. , Miller Daniel M. , Tschannen-Moran Megan
Published: March 2007

This article explores two underlying dimensions of school effectiveness: instrumental functions and expressive functions. The study explores Mott's index of perceived organizational effectiveness as a concise measure that captures both of these underlying dimensions. Attention to these underlying dimensions helps to make manageable this multifaceted and complex construct. A model of school effectiveness that accounts for both is presented and tested.
Colloquium on Effect Sizes: the Roles of Editors, Textbook Authors, and the Publication Manual
Authors: Finch Sue , Cumming Geoff , Thomason Neil
Published: March 2007

Reformers have long argued that misuse of Null Hypothesis Significance Testing (NHST) is widespread and damaging. The authors analyzed 150 articles from the Journal of Applied Psychology ( JAP) covering 1940 to 1999. They examined statistical reporting practices related to misconceptions about NHST, American Psychological Association (APA) guidelines, and reform recommendations. The analysis reveals (a) inconsistency in reporting alpha and p values, (b) the use of ambiguous language in describing NHST, (c) frequent acceptance of null hypotheses without consideration of power, (d) that power estimates are rarely reported, and (e) that confidence intervals were virtually never used. APA guidelines have been followed only selectively. Research methodology reported in JAP has increased greatly in sophistication over 60 years, but inference practices have shown remarkable stability. There is little sign that decades of cogent critiques by reformers had by 1999 led to changes in statistical reporting practices in JAP.
Intraclass Reliability Estimates: Testing Structural Assumptions
Authors: Werts C.E. , Linn R.L. , Jöreskog K.G.
Published: March 2007

Intraclass correlation reliablity estimates are based on the assumption that the various measures are equivalent. Jöreskog's (1970) general model for the analysis of covariance structures can be used to test the validity of this assumption.
A Clustering Model for Item Analysis of a Psychological Instrument With Missing Data
Authors: Shields Lcdr W.S.
Published: March 2007

This paper describes a procedure for item analysis using distance clustering. Rather than screen items for their contribution to predetermined factors, it groups items according to the predominant factors measured, regardless of what they are. The procedure provides an efficient method of treating unanswered items.
The Validity of the Vane Kindergarten Test in Predicting Achievement in Kindergarten and First Grade
Authors: Powers Sandra M.
Published: March 2007

The ability of the Vane Kindergarten Test (VKT) to predict academic achievement was assessed with 148 pre-kindergarten children (Group I) and 141 kindergarten children (Group II). Approximately one year after the administration of the VKT, Group I was administered the Metropolitan Readiness Tests. Comparably, Group II was given the Stanford Achievement Test, Primary I Battery approximately ten months after the VKT administration. Metropolitan-VKT and Stanford-VKT scores were correlated. Metropolitan-VKT coefficients, which were all significant (p < .01), ranged from .40 to .53. Several of the Stanford-VKT coefficients were significant (p < .01); the largest one was the VKT Vocabulary-Stanford Vocabulary (.47). Although most of the correlations obtained in the present study were significant, the VKT does not appear to have sufficiently high validity for use in assessment and program planning for individual children.
Improving the Validity of Affective Self-Report Measures Through Constructing Personality Scales Unconfounded With Social Desirability: a Study of the Personality Research Form1
Authors: Abbott Robert D.
Published: March 2007

Jackson's Personality Research Form (PRF) was investigated at the item and scale level with respect to the degree to which responses are confounded by social desirability. Jackson's usage of the differential validity index resulted in large proportions of items neutral in social desirability and scales relatively balanced in the number of items keyed for socially desirable and socially undesirable responses. These item and scale characteristics, the low correlations of PRF trait scales with social desirability scale scores, and the results of a component analysis of PRF trait scales and social desirability scales supported the discriminant construct validity of the PRF trait scales with respect to social desirability.
Stability of Student Evaluations of Instructors and Their Courses with Implications for Validity
Authors: Oles Henry J.
Published: March 2007

A course-instructor evaluation form was administered to 775 undergraduates in 15 large and small section introductory courses after the second class meeting and again near the end of the semester. The median pretest posttest correlation was +.60. Students were generally more negative toward their course and instructor at the end of the semester than they were at the beginning.

As a separate portion of this project, two instructors deliberately attempted to alter their students' evaluation in one of two large sections of their introductory psychology course. In both cases, there was a significant overall mean difference between the experimental and control groups on the initial evaluation but there was no difference on the end-of-semester evaluation.

The results of this study indicated that although students quickly form reasonably lasting judgments of their instructors and courses they are also able to alter their judgments as warranted by changing situations. These findings appear to provide support for the validity of student evaluations.
On the Independence of Variable Sets
Authors: Dziuban Charles D. , Shirkey Edwin C. , Peeples Thomas O.
Published: March 2007

An illustration of a test for independence was provided with a mixed set of variables. The matrix consisted of 10 tests of interest and four random deviates in which the relationship between sets was demonstrated to be minimal. The result was discussed for a situation in which factoring methods might be considered.
Factor Structure of the McCarthy Scales At Five Age Levels Between 2½ and 8½
Authors: Kaufman Alan S.
Published: March 2007

The McCarthy Scales of Children's Abilities (MSCA) were factor analyzed at five age levels: 2½, 3-3½, 4-4½, 5-5½, and 6½-7½-8½. The standardization sample (N = 1032) provided the source of data. Varimax rotated factors akin to four of the six MSCA Scales— General Cognitive, Verbal, Memory, and Motor—appeared at age 2½, and tended to appear at all older age levels. Factors akin to the Perceptual-Performance and Quantitative Scales emerged at ages 3-3½ and 5-5½, respectively. The overall findings were interpreted from a developmental perspective, and the data were shown to offer evidence for the construct validity of the MSCA.
Mapping Individual Logical Processes
Authors: Smetana Frederick O.
Published: March 2007

A technique to measure and describe concisely a certain class of individual mental reasoning processes has been developed. The measurement is achieved by recording the complete dialog between a large, varied computerized information system with a broad range of logical operations and options and a human information seeker. A type of flow chart, familiar to computer programmers, is used to delineate this dialog in a hierarchical fashion. An example of such a chart is given in the paper. Results obtained on a limited number of investigations suggest the technique may be useful for studying various aspects of mental performance.
The Relation Between Factor Score Estimates, Image Scores, and Principal Component Scores
Authors: Velicer Wayne F.
Published: March 2007

Theoretical problems with the factor analysis model, such as the factor indeterminacy issue, have resulted in increased interest in component analysis as an alternative. Indeed, component analysis alternatives are already in common use. It is, therefore, of interest to assess empirically some of the assumed differences between the methods. Of particular interest is the relation between component scores and "factor score estimates." The correlations between principal component scores, rescaled image scores, and three factor score estimates are investigated. Three pattern positions are considered: (1) the "canonical" position, (2) the varimax position, and (3) a position of "maximal" similarity which was achieved by procrustes rotation. The correlations between corresponding factors were near unity for both the canonical and "maximal" position. The correlations for the varimax position are slightly lower, generally in the .80 to .90 range. These results suggest there is little practical difference between principal component scores, rescaled image scores, and factor score estimates.
Convergent and Discriminant Validity of a Test of Sensitivity
Authors: Spitzform Marianne , Means John R. , Walsh James A.
Published: March 2007

Smith's Test of Sensitivity (TOS) was examined through Campbell and Fiske's multitrait-multimethod approach. Intelligence and sensitivity were measured by objectively scored tests, peer ratings, and self-ratings. Fifty-three subjects comprising ten work or living groups were sampled from undergraduates, graduates, and employees of the University of Montana. Significant monotrait-heteromethod values were found for the intelligence but not for the sensitivity measure. The failure to find convergent validity for the TOS should be considered before employing this instrument for the measurement of sensitivity. Data from the present study have suggested that alternatively (a) sensitivity is not meaningfully described as a unified personality trait or (b) the TOS does not adequately tap the trait.
"Reasonableness" of Kois Results for Re-Entry Women: Implications for Test Validity
Authors: Denker Elenor Rubin , Kehr Tittle Carol
Published: March 2007

The purpose of the present study was to investigate the reaction of re-entry women to the KOIS with the view of establishing face validity of its scales. A sample of 56 women participating in a program leading toward entering community college took the KOIS, and upon receipt of their results rated the "reasonableness" of the individual sets of scales. Most of the women (over 70%) agreed or strongly agreed with the statement that their KOIS results seemed reasonable on each of the sets of scales. No one "strongly disagreed" with any scale set. High Raters were compared to Low Raters. Significant differences were found on mean lambda scores (especially on the Occupational Scales-Female Norms) and on the Verification Scale. The results are interpreted in terms of social desirability and its effect on the face validity of test results.
Long-Term Grade Predictions for Intelligence and Achievement Tests in Schools of Differing SocioEconomic Levels
Authors: Ryan James J. , French James R.
Published: March 2007

The validities of a verbal and nonverbal intelligence test and of an achievement test for predicting grades received from third- through fifth-grade by pupils in schools at three socio-economic (SES) levels are reported. It was found generally that the achievement test was as valid a predictor as the verbal intelligence test and that both of these tests were more valid than the nonverbal intelligence test and nearly as valid as previous grades for predicting later grades. Clear differences were found among the SES levels with the verbal intelligence test accounting for a greater proportion of grade variance in the low than in the higher SES schools and with the nonverbal intelligence test accounting for a greater proportion of variance in the higher than in the low SES level schools.
The Development and Validation of an Observation Instrument to Assess Competencies of School Principals
Authors: Payne David A. , Ellett Chad D. , Perkins Mark L. , Klein Alice E.
Published: March 2007

Through use of samples of 35 elementary schools and 10 secondary schools validity data were obtained for an observation instrument that was designed to assess seven types of competencies for public school principals. Principals' ability to provide product documentation for their activities in the administrative responsibility areas of Fiscal Management and Staff Personnel was found to be most predictive of teacher job satisfaction, of students' positive evaluation of the school climate, and of standardized achievement test performance. Results tended to be most valid for elementary school samples. Data supported the hypothesized mediation of principal influences on students through teachers.
The Validity of Cognitive, Affective, and Demographic Variables in the Prediction of Achievement in High School Algebra and Geometry: Implications for the Definition of Mathematical Aptitude
Authors: Taylor C. Leigh , Brown Frederick G. , Michael William B.
Published: March 2007

For a sample of 300 high school students who had completed two semesters of algebra and two semesters of plane geometry the validity coefficients of each of 21 cognitive measures, three personality factor scales, seven attitude and/or interest measures, two indicators of previous musical experience, and five demographic characteristics were determined with respect to each of five criterion measures. Three stepwise multiple regression analyses were completed, and one-way analyses of variance were carried out on each of the 31 predictor measures to determine whether significant differences were present in mean scores of three subgroups representing distinctly different levels of achievement and teacher-rated aptitude. In general, highest validity coefficients were registered for cognitive measures, although some affective variables contributed significant proportions of variance to the coefficients of multiple determination. Statistically reliable differences among the means of the three subgroups were present for all except one of the cognitive measures but absent for every one of the affective and demographic variables. Language and verbal-oriented tasks appeared to be substantially more prognostic of success in geometry than of success in algebra. Implications for the definition of mathematical aptitude are discussed.