The involvement of Hong Kong parents in the education of their children: a validation of the Parents' Attributions and Perception Questionnaire

This study describes the validation and interpretation of the Parents' Attributions and Perception Questionnaire (PAPQ) using confirmatory factor analysis and Rasch modelling to report both the construct validity and category structure of the scales in the questionnaire. The PAPQ was developed to reflect the proposal that parents mediate the relationship between their children's social and psychological development, and their academic achievement, within the context of Hong Kong. The questionnaire consists of four subscales that reflect different interactions between parents and their children in relation to their children's academic‐related activities, including a Parental Attributions Scale, Parental Beliefs of Working Memory Scale, Parental Home and School Involvement Scale, and Parental Academic Expectations Scale. These subscales were supplemented by a fifth subscale that describes parents' socio‐economic background. The PAPQ was administered to 215 parents from four schools in Hong Kong. Results showed that the four subscales of the PAPQ are valid and reliable unidimensional measures of constructs related to parental role in the academic achievement of their children, thereby enabling future research to directly test Vygotsky's hypothesis.     

Focus,funding, phonics—What's the point?: A reply to Pressley and Allington

In this paper, we reply to Pressley and Allington's (1999) contention that research supported by the National Institute of Child Health and Human Development (NICHD) in recent years has been narrowly focussed. We point out that their criticisms of this agency are opaque because they do not take account of the fact that research priorities of virtually all funding agencies are necessarily constrained by their unique missions. We also express our befuddlement over the apparent inconsistency, on the part of at least one of the co-authors, between the point of view expressed in this paper compared with the point of view expressed in a previous paper as to the weight given to phonological skills in early literacy instruction. Finally, we point out that Pressley and Allington's criticisms of recent intervention studies supported by NICHD are fraught with errors and misleading characterizations, and we use their criticism of an intervention study we have recently completed as a prime example.     

Part-time Research Students: Are they producing knowledge where it counts?

Over the past twenty years, in Australia and overseas, there has been a steady growth in the numbers of part-time research students. It is possible to view this as substantially a product of "creeping credentialism" following from the previous growth in part-time coursework Masters degrees. However, research degrees are a different kind of credential and program to coursework degrees. They are not only about research training-- in the sense of teaching people how to conceptualise, plan, undertake, analyse and communicate research--but they are also "tested" by the candidate's production of some new and significant knowledge (especially in doctorates). Therefore, unlike coursework degrees, some new public "good" is created and added to the "stock of knowledge". Common criticisms of the "traditional" PhD research degree, in Australia and overseas, are that it is (now) too narrow and specialised for either the graduate or their research findings to be of utility beyond their specialism, the graduates are limited in their communication and workplace skills, and their employment opportunities are relatively weak, especially given the high costs of their research degrees. However, the rise of part-time candidature and of professional doctorates--commonly involving research in workplaces or professions-- suggests that, if this criticism is valid, it would be unlikely to be valid for part-time PhDs and professional doctorates. This article analyses these criticisms in relation to the ways in which part-time research students are positioned within the knowledge economy. It makes an argument for a greater understanding and analysis of the impact and benefits of part-time doctoral students to the knowledge economy and the public good.     

Construct Validity of Self-Reported Metacognitive Learning Strategies

Despite their significant contributions to research on self-regulated learning, those favoring online and trace approaches have questioned the use of self-report to assess learners' use of learning strategies. An important rejoinder to such criticisms consists of examining the validity of self-report items. The present study was designed to assess the validity of items to assess 9th-grade students' use of planning, monitoring, and regulation when studying math. To establish response process evidence of construct validity, cognitive interviews were coded to determine whether students' interpretations of the items were consistent with their intended meaning and whether their response choices were congruent with those interpretations. Evidence supported the construct validity of monitoring and regulation items, but to a lesser degree those designed to assess planning. We discuss implications of the evidence for the self-report assessment of learners' use of metacognitive strategies.     

Improving assessment of learning and for learning

The focus of this article is recent work by the Assessment Reform Group (ARG) on the role of teachers' judgements in the summative use of assessment. A brief overview of the early work of the ARG is followed by discussion of the desirable properties of assessment for summative uses. The work of the ARG's Assessment Systems for the Future project provided evidence and arguments concerning the validity, reliability, impact and cost of tests and of summative assessment by teachers. Whilst there is ample evidence that the teachers' judgements are more valid than, and equally reliable as, tests, there is a danger of unwanted impact on teaching as long as results are used for ‘high stakes’ evaluation of teachers and schools. Implications for policy include an end to the practice of using the results of pupils' summative assessment, however they are derived, as the sole basis for target setting and school accountability.     

Assessing the Impact of a Business Communication Simulation on Students' Self-Perceptions

This article examines whether participation in a business communication simulation significantly influences students' perceptions of their business communication behaviors. Results revealed several significant differences between students' pre- and post scores. Students reported significantly higher post scores in 4 of 5 of the examined categories, including message construction, message delivery, critical analysis, and collaboration. These findings suggest that participation in the simulation positively impacts students' estimations of their business communication competencies. Possible explanations and implications behind these findings are discussed. Future research directions are proposed.     

DETECTING PARENTAL DECEPTION USING A BEHAVIOR RATING SCALE DURING ASSESSMENT OF ATTENTION‐DEFICIT/HYPERACTIVITY DISORDER: AN EXPERIMENTAL STUDY

It is often assumed that parents completing behavior rating scales during the assessment of attention‐deficit/hyperactivity disorder (ADHD) can deliberately manipulate the outcomes of the assessment. To detect these actions, items designed to detect over‐reporting or under‐reporting of results are sometimes embedded in such rating scales. This study presents the results of an experimental study in which parents (a) read a scenario telling them that their hypothetical son's teacher has suggested their son may have ADHD and (b) considered assigned goals for the assessment. Parents then completed the accompanying Conners 3Parent Short form (Conners 3‐P[S]) in a manner that they believed would achieve their assigned goals. Findings showed that parents are able to engage in deception when completing behavior rating scales. The validity scales embedded in the Conners 3‐P(S), however, demonstrated mixed results for detecting parental deception with the Negative Impression validity scale, accurately detecting attempts to malinger in the majority of cases, whereas the Positive Impression validity scale appears to have little to no diagnostic utility for the detection of defensive responding. Clinicians utilizing behavior rating scales should carefully consider results, and nonresults, obtained from embedded validity scales when interpreting parent responses to behavior rating scales as part of an ADHD assessment.     

On Martyn Hammersley's Critique of Bassey's Concept of the Fuzzy Generalisation

This article is a further contribution to a critique of Michael Bassey's concept of 'fuzzy generalisations' as a form of dissemination of educational research. Martyn Hammersley has questioned both the uniqueness, and validity, of 'fuzzy' generalisation; the former in terms of a misunderstanding about the nature of generalisation as a whole, and the latter in relation to the potential for circumventing the research community's role in validation. It is argued here that, whilst in agreement with the first of these criticisms, the second depends upon the perspective taken, and that, from the perspective of the practitioner--as opposed to the researcher--(external) validity is a question of 'usefulness' within a particular context rather than generalisability across contexts. Furthermore, generalisations which state what will happen to a practitioner may fail to take account of the fact that he or she is far from being a passive recipient of the research.     

The measurement of classroom management self‐efficacy: a review of measurement instrument development and influences

Teachers' self‐efficacy (SE) in their classroom management capabilities is thought to be an important factor in teachers' overall judgements of their teaching SE. Low SE in classroom management has been linked to teacher attrition and burnout, and reduced student learning outcomes. This article provides the first comprehensive review of classroom management as a factor in the construct of teacher SE. Twenty‐five peer‐reviewed articles published from 1984 to 2009 that reported on the use of SE scales containing at least one novel classroom management self‐efficacy (CMSE) item were reviewed. The validity and reliability of CMSE scales and items were found to be very good, with classroom management items pertaining to maintaining order and control the most frequent category included. Approximately one in four items in the SE scales reviewed was CMSE item, and, in general, CMSE items were not linked explicitly to classroom management research or contemporary psychological or philosophical approaches.     

The reliability and validity of the cultural congruity and university environment scales with Chicana/o community college students

Following the calls for increased research on the educational experiences of Chicana/o community college students, and the development of culturally applicable measures for communities of color, this study examined the utility and the applicability of the Cultural Congruity Scale (CCS) and University Environment Scale (UES) for use with Chicana/o community college students. Applying a psychosociocultural framework, the reliability, construct, and criterion-related validity of the scales for use with a sample of 110 Chicana/o community college students was examined. Results demonstrated adequate reliability and construct validity, with indication of applicability of these scales for the study’s sample. Overall, the study challenges normative practices in educational research that students—despite their race/ethnicity, backgrounds, and histories—face similar educational experiences. Implications are discussed.     

Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ)

Aside from test anxiety scales, measurement instruments assessing students’ achievement emotions are largely lacking. This article reports on the construction, reliability, internal validity, and external validity of the Achievement Emotions Questionnaire (AEQ) which is designed to assess various achievement emotions experienced by students in academic settings. The instrument contains 24 scales measuring enjoyment, hope, pride, relief, anger, anxiety, shame, hopelessness, and boredom during class, while studying, and when taking tests and exams. Scale construction used a rational-empirical strategy based on Pekrun’s (2006) control-value theory of achievement emotions and prior exploratory research. The instrument was tested in a study using a sample of university students (N = 389). Findings indicate that the scales are reliable, internally valid as demonstrated by confirmatory factor analysis, and externally valid in terms of relationships with students’ control-value appraisals, learning, and academic performance. The results provide further support for the control-value theory and help to elucidate the structure and role of emotions in educational settings. Directions for future research and implications for educational practice are discussed.     

Factor structure of child behavior scale scores in peruvian preschoolers

Behavior rating scales aid in the identification of problem behaviors, as well as the development of interventions to reduce such behavior. Although scores on many behavior rating scales have been validated in the United States, there have been few such studies in other cultural contexts. In this study, the structural validity of scores on a Spanish translation of the six‐factor Child Behavior Scale (CBS) was assessed in a sample of 265 Peruvian preschool children who ranged from 2 to 6 years in age. Exploratory factor analysis yielded a four‐factor structure, and reliability estimates for scores on the four factors were adequate. The authors suggest replicating the study and examining the utility of CBS scores in predicting future problem behaviors in this population. © 2011 Wiley Periodicals, Inc.     

Bicultural Work Motivation Scale for Asian American college students

The bicultural work motivations of Asian Americans have not yet been comprehensively captured by contemporary vocational constructs and scales. For this study, we conducted two studies on the initial reliability and validity of the Bicultural Work Motivation Scale (BWMS) by combining qualitative and quantitative methods. First, a pilot study was conducted with 14 Asian American college students to assess their motivation to work, and items were generated from the themes developed in the qualitative analysis. Results from the exploratory and confirmatory factor analyses supported a stable four-factor structure of the BWMS: Honoring Parents, Family Financial Obligation, Fulfilling Personal Interest, and Being Independent. Adequate reliability and evidence for concurrent and discriminant validity are presented. Implications of the scale for further vocational assessment and research are discussed.     

Measuring students' emotions in the early years: The Achievement Emotions Questionnaire-Elementary School (AEQ-ES)

This article reports about the development and validation of a measurement instrument assessing elementary school students' achievement emotions (Achievement Emotions Questionnaire-Elementary School, AEQ-ES). Specifically, the instrument assesses students' enjoyment, anxiety, and boredom pertaining to three types of academic settings (i.e., attending class, doing homework, and taking tests and exams). Scale construction was based on Pekrun's (2006) control-value theory of achievement emotions. The instrument was tested using samples from German and American elementary school classrooms. The results of Study 1 (German sample) corroborate the reliability and structural validity of the new emotion measure. Moreover, they show that students' achievement emotions were linked with their control and value appraisals as well as their academic performance, thus supporting the external validity of the measure as well as propositions of Pekrun's (2006) control-value theory of achievement emotions. Study 2 (American sample) corroborated the cross-cultural equivalence of the measure and the generalizability of findings across the German and American samples. Implications for research on achievement emotions and educational practice are discussed.     

The Cross-Ethnic Equivalence of Parenting and Family Interaction Measures among Hispanic and Anglo-American Families

Recently there has been concern over the need for developmental research within ethnic minority populations and interest in family processes within, and variability across, ethnic groups. Unfortunately, most of the research using standard scales of family processes has sampled middle-class Anglo-Americans, and the potential absence of cross-ethnic measurement equivalence threatens the validity of the research using these scales with ethnic minority populations. This study reports confirmatory factor analyses and construct validity coefficients for several parenting and family interaction scales among Anglo-American and Hispanic 8-14-year-old children and mothers. The findings indicate that the Children's Report of Parental Behavior Inventory (except the hostile control subscale), the Parent-Adolescent Communication Scale (open communication subscale only), and the Family Adaptability and Cohesion Evaluation Scales II appear to have sufficient cross-ethnic equivalence for English-speaking Hispanic samples. Further, the Family Routines Inventory and the problem communication subscale could benefit from additional scale development.     

Countering the Critics: Responses to Recent Criticisms of School Effectiveness Research

Criticisms of school effectiveness research (SER) from recent books are addressed. Fourteen criticisms are presented, followed by counterpoints, including: (1) many criticisms are based on simplistic/skewed readings of SER; (2) there is a wide diversity in SER; no single viewpoint prevails, as implied by critics; (3) many SER researchers have reported the direct/indirect impact of social class on student achievement, instead of ignoring it as implied by critics; (4) SER researchers believe schools have an impact beyond that of social class, and educators should influence what they can in their schools/classrooms; critics pessimistically focus on the social class/student achievement relationship; (5) pragmatism is a valid paradigm for studying schools; indeed, it has advantages over “critical” theory employed by other commentators. Resolution of these issues is unlikely given differences in commentators' world views.     

Validity and reliability of student perceptions of teaching quality in primary education

ABSTRACT

A Bayesian IRT-model approach was used to investigate the validity and reliability of student perceptions of teaching quality. Furthermore, the student perceptions were compared with ratings of teaching quality by external observers. Grade 4 students (n = 675) filled out a questionnaire that was used to measure their opinions about the lessons of their teachers. Three lessons of 39 teachers were recorded and rated by 4 raters. The analyses showed that student perception and lesson observation scales fit best in an 11-dimensional model, which was an indication of construct validity and discriminant validity. Student perception scales were reliable, although not all items contributed to the scales to the same extent. Student ratings and lesson observations scores generally correlated moderately (ranging from r = .18 to r = .50). Higher correlations were found for scales with a similar content; however, no clear pattern was apparent. Suggestions for future research are presented.     

A Brief Feasibility Report on a Videotaped Test Measuring Carkhuff's Dimensions

An eight-item instrument was constructed to measure the skills represented by four of Carkhuff's dimensions (scales) of facilitative interpersonal functioning. These items consisted of stimulus statements on a color videocassette, introduced by a narrator and performed by actors. Subjects responded by writing what their verbal and nonverbal responses would be in the situation presented. Reliability coefficients (.77 and .80), concurrent validity (.75) and construct validity via factor analysis are presented. Results demonstrate the feasibility of this approach to measuring Carkhuff's dimensions. Suggestions for further research are included.     

Bien Educado: Measuring the social behaviors of Mexican American children

Young children's expected social behaviors develop within particular cultural contexts and contribute to their academic experience in large part through their relationships with their teachers. Commonly used measures focus on children's problem behaviors, developed from psychopathology traditions, and rarely situate normative and positive behaviors in context. Building from the literature on parenting goals and socialization expectations in Latino families and a preliminary ethnographic study (Proyecto Educando Niños), we constructed a survey in English and Spanish that measures the expected social behaviors of Mexican-heritage children, ages 3–6 years, using parent and teacher reports. Use of the BEAR Assessment System facilitated the refinement of this instrument to assess the socialization of young, Mexican American children. We report on the psychometric properties of the Mexican American Socialization (MAS) Scale, utilizing item-response theory. Analyses indicate the MAS Scale is reliable and an ecologically valid indicator of multiple constructs of the expected social behaviors of young Mexican American children. In particular, the 41-item Bien Educado subscale showed good reliability and is consistent with socialization constructs described in the literature. Implications for research and practice are discussed.     

Assessing Teachers’ Attitudes Towards Students with Mental Health Disorders in 16 Postsecondary Institutions in Quebec

The number of students with mental health disorders (MHDs) in postsecondary institutions is increasing. Teachers’ attitudes are among the main factors that influence these students’ academic success. Unfortunately, their attitudes are little studied, in part because of lack of validated scales. Therefore, this article has two purposes: (1) analyse the construct validity of new scales assessing teachers’ attitudes, as well as existing scales without an established construct validity; and (2) report the correlations between the variables assessed in these scales, with a special focus on two variables: (a) teachers’ negative attitudes; and (b) the measures offered to students by teachers. The participants are 232 teachers from 16 French and English CEGEPS in Quebec, Canada. The questionnaire includes three scales created by the research team and three scales from the Mental Illness Awareness Survey. Correlational and factor analyses were conducted. The scales present good construct validity. Four variables were associated with the two variables of interest: confidence in one’s ability to convince a student to seek help; familiarity with MHDs; knowledge and understanding of MHDs; favourable perception of the accommodations offered by adapted and psychosocial services. Based on these results, strategies are proposed to improve teachers’ attitudes.