Concepts of Meaning and the Reading and Spelling Difficulty of Words

Abstract

This study investigated sex and grade differences of 503 disadvantaged students in kindergarten to grade three on behavioral traits delineated by orthogonal factor analysis. Six factors were extracted and factor scores used as dependent variables in univariate analyses of variance. Primary results indicated that a) creativity indices among disadvantaged students in the sample decreased steadily from kindergarten to grade three, and b) contrary to research conducted with general population $s, girls in the sample exhibited more aggressive behavior than boys and were no more dependent on the teacher than the boys. Possible explanations and implication are discussed.     

A Note on Interpretation of Formulas for the Reliability of Differences

It is widely recognized that the reliability of a difference score depends on the reliabilities of the constituent scores and their intercorrelation. Authors often use a well-known identity to express the reliability of a difference as a function of the reliabilities of the components, assuming that the intercorrelation remains constant. This approach is misleading, because the familiar formula is a composite function in which the correlation between components is a function of reliability. An alternative formula, containing the correlation between true scores instead of the correlation between observed scores, provides more useful information and yields values that are not quite as anomalous as the ones usually obtained     

Men Teachers in Public Elementary Schools

Abstract

This theoretical study examines teacher satisfaction, effectiveness, and conformity; it relates these variables to teachers' perceptions of the degree of bureaucratization within secondary schools and teachers' local or cosmopolitan orientation.

Seven hypotheses were formulated, and the data were interpreted on the basis of symmetric correlation, analysis of variance, and t-tests (one-tailed, .01 level).

The results indicated: cosmopolitans scored higher on satisfaction, effectiveness, and conformity variables than locals; locals who perceived low bureaucratization scored lowest on the three variables; the criterion variables were evaluated similarly by subjects within each subgroup; cosmopolitans who perceived high bureaucratization received highest scores; the degree to which bureaucratic elements were perceived varied greatly within each school; teachers tend to be more cosmopolitan than local.     

Teachers’ and Children’s Perceptions of Creativity In High- and Low-Anxious Children

Abstract

Expectations of citizens for the role of the school board with respect to four educational concerns were examined with educational attainment and family income of citizens as independent variables. The population for the study was 1,794 citizens in twelve Wisconsin school districts. Citizens were placed in one of five education and one of five family income groups and mean expectation scores were treated statistically with analysis of variance and the Sheff6 post hoc means test. Expectation scares were obtained from responses to four sets of interview questions scaled from conservative to liberal. Generally, the higher the educational attainment and family income of citizens, the more liberal were their expectations for the role of the school board.     

The factorial structure and construct validity of the Psychopathy Checklist‐Revised (PCL‐R) among alcoholic inpatients

Simultaneous group confirmatory factor analyses of the Psychopathy Checklist‐Revised (PCL‐R; Hare, 1991) were conducted with an alcoholic inpatient sample (N= 740). Invariance of the item‐factor relations for the 2 highly correlated factors of Personality and Behavioral Features were supported across 3 racial/ethnic groups (African American, Puerto Rican, and White) and across gender groups. Moment structure analysis indicated no significant differences in the latent means across men and women. Alternative covariance structure models were specified within a multitrait‐multimethod framework to evaluate convergent and discriminant validity across different methods of measuring antisociality. A correlated trait‐correlated method model was supported. A factor intercorrelation of .68 was indicated for Personality and Behavioral Features, and a significant correlation (.40) among method factors emerged for the PCL‐R scores across different raters (interviewers and therapists). General support was provided for the use of the PCL‐R with alcoholic inpatients, though there was a substantial intercorrelation for the factors of Personality and Behavioral Features.     

Ethical orientations and criminal justice: The effects of academic major and gender

We identified and compared the self-reported ethical ideological orientations of criminal justice majors and other students from a course selected to represent the general student population at a midwestern public university. We also explored potential differences in ethical orientation as a function of gender. Criminal justice majors report ethical orientations compatible with those of the general student population. Males report significantly higher ethical idealism scores than females, but we found no significant difference on ethical relativism. Further, male criminal justice majors demonstrate significantly lower variance within scores on both ethical idealism and ethical relativism than do female criminal justice majors and both males and females from the general student population. We discuss the practical and pedagogical implications of ethical ideology for criminal justice education and practice.     

Status of University Students in Relation to High-School Courses

Abstract

The possibility of a relationship between the authoritarianism and morale of teachers and the authoritarian level of their administrators is considered in this study. The California F-Scale and Purdue Teacher Opinionaire (PTO) were administered to a population of 273 elementary teachers and twenty principals. Faculties of administrators with high F-Scale scores did not differ in authoritarianism or morale from faculties under principals scoring low. Comparison of F-Scale scores to morale factors did reveal significant relationships. The factor of age consistently showed significant influence on other variables. Older teachers scored much higher in morale factors and authoritarianism than did younger teachers. This leads the author to suspect a selection process in which anti-authoritarian teachers leave teaching.     

Book Reviews

Abstract

The possibility of a relationship between the authoritarianism and morale of teachers and the authoritarian level of their administrators is considered in this study. The California F-Scale and Purdue Teacher Opinionaire (PTO) were administered to a population of 273 elementary teachers and twenty principals. Faculties of administrators with high F-Scale scores did not differ in authoritarianism or morale from faculties under principals scoring low. Comparison of F-Scale scores to morale factors did reveal significant relationships. The factor of age consistently showed significant influence on other variables. Older teachers scored much higher in morale factors and authoritarianism than did younger teachers. This leads the author to suspect a selection process in which anti-authoritarian teachers leave teaching.     

Scaling of attitudes toward population problems

An attitudinal scale on population problems is constructed. Although the determination of attitudes of Americans toward population problems is meaningful in itself, an additional effort is made to demonstrate the empirical validity of acknowledged variables. Data were collected in the Tulsa Oklahoma Standard Metropolitan Statistical Area using a stratified proportionate sample. The 372 respondents representing a 1% sample do not differ significantly from the population of the total Standard Metropolitan Statistical Area. The interview schedule consisted of items designed to elicit standard socioeconomic information on the respondents along with their attitudes toward population problems. Using the Guttman technique of scalogram analysis, a population problems scale containing 6 items was developed. After validation of the original set of attitudinal items by factor analysis, the scale scores of the respondents were compared with selected socioeconomic variables in an attempt to empirically validate the scale. Using the Student's "t" associated with the Apearman rank correlation coefficient value and the Kruskal-Wallis 1-way analysis of variance, only the variables of education, number of children, and occupation proved to be associated with the population problems scale scores. It was learned that these variables were significant in other studies and do help to establish the empirical validity of the scale. The lack of association of variables of marital status, income, religion, race, and age suggest that the empirical validity of such relationships requires additional examination.     

An analysis of difference score reliabilities on three measures with a sample of low-achieving youngsters

A common practice in the field of learning disabilities is analysis of ability-achievement discrepancies. The reliability of discrepancy scores is an important statistic in such decision making. In this study, selected ability and achievement devices were administered to a sample of low achievers (N = 99), and the reliability of various difference scores was analyzed. In all cases, the reliabilities of difference scores were moderately high. Reliabilities of differences for devices normed on the same population and differences for devices normed on different populations were comparable. These results are discussed in light of current psychometric practices.     

A comparison between the WISC and WISC-R among a clinical referred population

This study compared the three scales of the WISC and the WISC-R for degree of intercorrelation. The differences among scores and among variances were also computed for the two tests. Fifty-eight subjects from a clinical referred population were studied, including children classified as EMR, Learning Disabled, Emotionally Disturbed, and children in regular classrooms. Results included significant correlations in all cases, no systematic changes in variance, and significantly lower IQs on the WISC-R for all children in this sample, except the EMRs.     

Patterns of Student Performance on Mathematics Strands for American Indians and Others

Abstract

This study was an investigation of the patterns of performance among elementary aged students on the strands of the mathematics curriculum of a large urban school district. Test data were measured by using locally developed criterion referenced benchmark tests which were administered to all kindergarten, first, second, and fourth graders in one large urban school district. Analysis of variance and multiple classification analysis were used to determine the difference in total test scores and strand scores by ethnic group, gender, and socioeconomic status and to determine the proportion of test score variability accounted for by these demographic variables. The results of this study suggest that numeration is an area of the mathematics curriculum that causes special problems for Indian and black students, and that geometry is an area of relative strength for these two ethnic groups.     

The Relationship between Intelligence Quotients and Gain in Reading Achievement with Arithmetic Reasoning,Social Studies,and Science

Abstract

The purpose of this sstudy was to ascertain the effect of the degree of supervision upon performance and attitudes of students varying in mental ability in a school laboratory setting. The population consisted of 142 seventh grade boys and girls. From this population, 30 subjects representing the upper mental ability and 30 representing the lower mental ability were randomly assigned in equal numbers to the three treatment groups, producing a 2 X 3 factorial design. The learning task employed in the investigation was the construction of a bookend. Each subject viewed a video tape demonstration, received post-demonstration instructions, including an explanation of the degree to which the subject would be supervised, completed the learning task, and received preinstructions for and completed the Shop and Laboratory Attitude Inventory which was tape recorded. Three judges rated the 60 bookends. Their scores were averaged by the investigator and used in the statistical analysis. A two-way analysis of variance revealed that no significant difference existed in the performance scores of the varying mental ability groups or the three supervised groups. A significant difference was found between the mean attitude scores for the Degree II supervised group and the other two supervised groups.     

Educating Older Adults about Medicare: The Role of Cognitive Variables

ABSTRACT

A survey was conducted on 3,738 beneficiaries about their knowledge of the Medicare program as well as their reading habits, reading comprehension ability, and metamemory. Factor analysis yielded a reading and a metamemory factor. These factors explained variance in knowledge about Medicare above and beyond the variance explained by formal education. Individuals with good knowledge of memory processes, and those who reported high memory capacity and internal locus of control regarding their memory functioning, as well as frequent readers were more knowledgeable about Medicare. We suggest that cognitive variables be included in studies evaluating the effectiveness of educational materials for older adults.     

Some Bases Used by Students in Choosing Partners in the Chemistry Laboratory

Abstract

The effects of mobility upon performance on standardized group tests of mental ability of disadvantaged children in 18 elementary schools in New York City were assessed.

Among nontransient pupils there was no significant difference between the mean Otis Alpha test score at the third grade and the mean Otis Beta score which was taken three years later at the sixth grade. However, the Otis Alpha scores of these nontransients were significantly higher than that of their third-grade transient classmates. Also, the Otis Beta scores of these same non transients were significantly better than that of their sixth-grade classmates.

This study emphasized differences in the test performance of transient and nontransient pupils in a school population of disadvantaged children and pointed up the need for separate longitudinal analyses of these two groups.     

Parental physical and psychological aggression: Psychological symptoms in young adults

ObjectiveThe purpose of the present study was to evaluate the relationship between various levels of parent-child physical violence and psychological symptoms reported by college students, while controlling for demographic variables, severity and frequency of violence, and co-occurrence of parental psychological aggression.MethodParticipants included 298 college students ranging in age from 18 to 27 years. Participants completed a demographic information form, the Brief Symptom Inventory (BSI), and the Parent-Child Conflict Tactics Scale (CTSPC).ResultsResults of analysis of variance and multivariate analysis of variance indicated that individuals in the child physical abuse group obtained higher BSI scores compared to individuals in the corporal punishment and no violence groups. Few differences were observed between mild and severe corporal punishment groups. Multiple regression analyses indicated that when frequency of corporal punishment, child physical abuse, and psychological aggression, along with demographic variables, were considered simultaneously, psychological aggression was the most unique predictor of BSI scores.ConclusionsThe findings suggest that severe forms of physical violence were associated with long-term psychological symptoms. When demographic variables and the frequency of several parent aggression variables were considered simultaneously, however, psychological aggression was most predictive of psychological outcome. These findings suggest that messages communicated to a child via psychological aggression may be more important in contributing to psychological outcome than the actual occurrence of physical violence toward the child.Practice implicationsThe current study supports the premise that severe physical aggression experienced in childhood is associated with serious psychological consequences in adulthood. In contrast, individuals who experienced less severe forms of parent-child violence, such as corporal aggression, exhibited similar symptom levels to those reporting no parent-child violence. When severe physical aggression, corporal aggression, and psychological aggression were considered simultaneously, however, psychological aggression emerged as the most unique predictor of psychological outcome. Researchers and clinicians who work with adults reporting childhood histories of severe parent-child violence should be aware of the importance of parent-child psychological aggression in contributing to psychological outcome.     

Non-lntellective Self-Report Variables As Predictors of Scholastic Achievement

Abstract

A comparison of two studies in which the utility of two non-intellective variables, self-expectations and self concept of ability, as predictors of scholastic achievement was examined. Because of its established predictive potential, academic aptitude was included as an independent variable in the multiple regression equations. The results of the comparison show that no significant difference existed in the multiple correlation coefficients of the two female high school student samples. A significant difference was found in the coefficients of the two male samples. The sheer magnitude of the multiple R's was noteworthy. When the non-intellective variables were added to the regression equations, a sizeable gain in explaining variance in scholastic achievement was made over that usually reported.     

Student ratings of instruction: Validity and normative interpretations

Using 3,355 class section means, the relationship between six predictor variables and student ratings of instruction (CEQ) was investigated by computing the intercorrelation matrix among all variables and by performing several regression analyses. Results of the study indicated that all linear interactions were negligible and that more than one-fourth of the criterion variance was shared with all the predictor variables. Two predictor variables, expected grade and required-elective, provided extremely large contributions to the prediction of the criterion measure, however. Implications of the validity results with respect to normative data and thus to the administrative use of the ratings were illustrated.