Validation and profile of Chinese pre-service teachers’ technological pedagogical content knowledge scale

Researchers state that teachers in different contexts reported different technological pedagogical content knowledge (TPACK). This phenomenon may partially be explained by cultural differences. Based on this consideration, the development and validation of the Chinese pre-service teachers’ technological pedagogical content knowledge (CTPCK) scale is described in this article. The sample was split into two subsamples on random basis (n1 = 229, n2 = 207) for the purpose of conducting (1) exploratory factor analysis (EFA) and (2) confirmatory factor analysis (CFA), respectively. After the EFA, the CTPCK scale excluded six items and included eight factors with 42 items. Reliability and correlations were discussed. The findings revealed that the CTPCK scale was a valid and reliable instrument for measuring the TPACK of Chinese pre-service teachers’ knowledge with or without linking educational technology.     

Peer assessment in a project-based engineering course: comparing between on-campus and online learning environments

As the number of participants in online distance learning courses increases, peer assessment is becoming a popular strategy for evaluating open assignments and for breaking the social isolation surrounding distance education. Yet, the quality and characteristics of peer assessment in massive online courses has received little attention. Hence, this study was set to examine peer feedback quality and grading accuracy in a project-based course. The study applied a sequential exploratory mixed methods design. It included 339 participants who studied the same engineering course, but in three different modes: on-campus (n = 77), small private online course (n = 110), and massive open online course (MOOC) (n = 152). Content analysis of feedback comments identified four categories: reinforcement, statement, verification and elaboration, arranged in an ascending scale of cognitive ability. The findings indicated that the MOOC participants provided more feedback comments and volunteered to assess more projects than their counterparts did. However, the on-campus students provided higher quality feedback and their peer grading was better correlated with the grades assigned by the teaching assistants.     

Measurement invariance in a measure of prosocial moral reasoning to use with adolescents from the USA and Brazil

Scholars have noted the need to examine the psychometric properties of measures that can be used in evaluating moral education programs. The present study was designed to examine the best‐fitting factor model of a commonly‐used measure of prosocial moral reasoning (PROM) across samples from Brazil and the USA, gender and adolescent age groups. The samples consisted of 619 college students (M age = 20.59 years, SD = 4.08; 41% men, 59% women) and 239 middle and high school students (M age = 14.02 years, SD = 3.04; 45% boys, 55% girls) from the USA. There were 114 college students (M age = 21.81, SD = 4.33; 35% men, 65% women) and 136 middle and high school students (M age = 14.93 years, SD = 1.55; 42% boys, 58% girls) from Brazil. A series of (multigroup) confirmatory factor analyses were conducted to test the best fitting factor structure of the PROM and the invariance of this factor structure across culture, gender and age groups. Evidence for measurement invariance was found such that a four‐factor model was a slightly better fitting model than the five‐factor model across all groups. Discussion focuses on theoretical and methodological implications of the findings.     

Revising a College 101 Course for Sustained Impact: Early Outcomes

ABSTRACT

In response to strikingly low completion rates in public 2-year colleges, including for students who are well-prepared academically, most community colleges across the country offer student success courses as one approach to improving outcomes for students. Some colleges have begun to revise these courses in response to research indicating that their impact fades over time. This article examines Bronx Community College’s efforts to restructure their student success course into a First Year Seminar (FYS) that integrates college orientation activities, disciplinary content, and academic success skills. The course emphasizes student-centered pedagogies in order to encourage learning that persists beyond the semester of participation. We use mixed methods to assess the early outcomes of students in FYS courses and understand whether and why the course’s impact has the potential to be sustained. Using propensity score matching to compare 1,138 FYS participants to 1,138 similar nonparticipants, we find early evidence that the FYS approach leads to positive outcomes, including higher grade point averages (GPA) and earning more credits. Using classroom observations (N = 40), instructor interviews (N = 10), and interviews with participants (N = 27), we find that FYS appears to facilitate student-centered, contextualized, and applied learning, thereby helping students apply their FYS-related skills in future courses. This study has implications for reforming student success courses in a way that achieves long-term positive student outcomes.     

Educators’ understanding of young children’s typical and problematic sexual behaviour and their training in this area

As part of a wider study, this paper reports on Australian educators’ understanding of children’s typical and problematic sexual behaviour and their source of training in this area. A sample of 107 educators from government, independent and Catholic primary schools, preschools and care organisations across Australia answered an online questionnaire regarding their understanding of and experiences with children’s problematic sexual behaviours and their management strategies. The majority of educators were able to identify children’s age-appropriate typical sexual behaviour and some elements of problematic sexual behaviour; however, individual knowledge was not extensive. Approximately 35% (n = 35) of educators said they had not been trained in identifying and responding to children’s problematic sexual behaviour. Of those who said they had received training, the majority (82%, n = 53) described having participated in a compulsory course on reporting suspected abuse to government (a mandated reporting course). Ninety per cent (n = 89) of educators reported that courses specific to children’s problematic sexual behaviours should be offered. This suggests that mandated reporting courses do not offer in-depth training specific to problematic sexual behaviour. Implications for professional development are discussed.     

Character in context: Character structure among United States Military Academy cadets

ABSTRACT

Research about the structure of character has largely assessed purported universal attributes. However, character develops within specific social, cultural and institutional contexts. As part of the first wave of a longitudinal study (Project Arete) of character development among cadets at the United States Military Academy (USMA) at West Point, an institution with a core mission to develop leaders of character, we examined the factor structure of a set of 15 character attributes of specific relevance to the West Point context. Data were derived from self-report surveys (N = 1,549; 75.6% men) completed in spring 2017. Results of exploratory factor analysis (EFA) identified a 4-factor structure of character: Relational, Commitment, Honor and Machiavellian and a confirmatory factor analysis (CFA) provided evidence for the validity and measurement equivalence of the factors. We discuss implications for promoting and assessing character within the context of USMA and other institutions seeking to develop leaders of character.     

Voluntary Remediation in Florida: Will It Blaze a New Trail or Stop Student Pathways?

The primary purpose of the study was to explore the potential impact of voluntary remediation on success in gateway credit courses (ENC1101 and MAT1033) and on minority and low-income students in Florida. Mean grades and proportions of successful students were compared based on remediation policies and students’ voluntary completion of a developmental course before taking the credit course. The study compared grades and success of 19,347 students in three Florida colleges. Students were enrolled in the credit courses in 2014 and 2015 (voluntary remediation policy, N = 10,703), or in 2012 and 2013 (mandatory remediation policy, N = 8,644). Additionally, 285 students who voluntarily remediated were compared to 1,527 students who bypassed remediation; all 1,812 students had tested below the credit threshold on a voluntarily taken placement test. The study was framed by Astin and Astin’s 1992 Input–Environment–Outcome Model and employed demographic and academic variables. Results suggest that the voluntary remediation policy in Florida that was intended to improve college completion rates in the state may bring the unintended, but not surprising, consequences of lower grades and proportions of successful students. Overall, statistically significant results (α = .05) showed fewer proportions of students earned a grade of C or higher in both courses once remediation became voluntary (12.8% decrease for English; 19.3% decrease in math). Results also showed a statistically significant relationship between remediation grades and success in the credit courses. Study effect sizes were small to moderate in these tests.     

Character in childhood and early adolescence: models and measurement

In recent years, the construct of character has received substantial attention among developmental scientists, but no consensus exists about the content and structure of character, especially among children and early adolescents. In a study of positive development among racially diverse Cub Scouts in the greater Philadelphia area, we assessed the construct and concurrent validity of a new measure of character, the Assessment of Character in Children and Early Adolescents (ACCEA), among 906 Scouts (mean age = 8.84 years, SD = 1.39 years) and 775 non-Scout boys and girls (mean age = 8.92, SD = 1.64). We identified an eight-correlated-factor model as providing the best fit with our data. We further established measurement invariance and explored latent mean differences for ACCEA scores across two Scout groups (with or without a higher-level program leader), non-Scout boys and non-Scout girls. Girls were generally superior than boys on all character attributes. We further examined concurrent validity of ACCEA by correlating the character attributes with youth sense of school competence, intentional self-regulation and parental perception of youth school performance. We discuss implications for future character research and point to the value of the ACCEA measure being used by practitioners in character development programs.     

Creating first-year assessment support: lecturer perspectives and student access*

While online courses provide opportunities for a range of assessment tools and resources, little is known about how lecturers might best provide assessment cues to support diverse cohorts. This study explored how lecturers communicate messages about assessment expectations to first-year students in two courses at an Australian regional university (Nursing, n = 323; Engineering, n = 153), and how students accessed the assessment resources. A comparative case study methodology was used. Data included interviews with course coordinators to identify the assessment cues provided, course online content related to assessment and data recording student access of assessment resources. Diverse messaging systems were observed and verbal and written cues were abundant and embedded throughout both courses; however, not all students accessed all cues. What remains unclear is how students might bring together these cues in a productive way. Further research must explore the extent to which students can be better supported to improve their learning.     

Psychometric properties of the Persian version of the Gerotranscendence scale in community-dwelling older adults

ABSTRACT

The psychosocial theory of Gerotranscendence, is proposing an alternative and positive view of aging and states that human development is a lifelong process. Applying the concept of Gerotranscendence into the older adults’ lives may have the potential to provide a more positive view of aging and a better care for a growing population. First; and to do this, we need to use a proper, valid and reliable measure. The purpose of this cross-sectional and methodological study was to assess the psychometric properties of the Persian version of the short-form Gerotranscendence scale (GS-S) in community-dwelling Iranian older adults. First the scale was translated to Persian, and culturally adapted. Then pre-testing and cognitive interviewing implemented in a sample consisted of 10; and stability of the scale in a sample of 30 older adults, respectively. Confirmatory factor analysis and internal consistency of the scale were done with 250 older adults. The three-factor structure was confirmed. The model showed a good fit, and all the indices were satisfactory (RMSEA = 0.063; NNFI = 0.093; CFI = 0.095; IFI = 0.096; GFI = 0.095; and χ2/df = 2). Cronbach’s alpha of the scale was 0.72 and coefficient omega was 0.82. Test-retest reliability (ICC) was 0.88, P < .001; and standard error of measurement was 1.16 (CI = %95). Minimal detectable change (MDC) was 3.2 and minimal important change (MIC) was 1.4. This study supports the use of the GS-S as a measure of life span development among the Iranian older adults.     

A comprehensive reanalysis of the metacognitive self-regulation scale from the MSLQ

The metacognitive self-regulation (MSR) scale is among the most widely used measures of metacognition in educational research. However, the psychometric properties and validity of the scale have not been well established. A series of analyses on a college sample were performed to address this issue. In Study 1, a split-sample exploratory (EFA) and confirmatory factor analysis (CFA) was performed to test the one-factor specification of the MSR scale. Time and study environment (TSE), total study time, and cumulative grade performance average (cGPA) were introduced as outcome variables in a structural equation model (SEM) to examine the factors suggested by the EFA. The results of Study 1 indicated poor one-factor model fit and suggested two and three-factor models provided improved fits of the sample data. Results from the SEM indicated the novel factors from the two and three-factor models had different relationships with the outcome variables than the originally specified one-factor model. In Study 2, a modified one-factor model was introduced that consisted of nine items and was named metacognitive self-regulation revised (MSR-R). Five additional samples were included to replicate the model fit for the revised model specification. Finally, a path analysis was performed to examine the relationship of the MSR-R to variables from Study 1. The results of Study 2 revealed improved psychometric properties and reliability for the MSR-R. An indirect relationship emerged between MSR-R and cGPA through TSE. In conclusion, convincing evidence for replacing the MSR was found and implications of the revised scale for future studies was discussed.     

Perceived attitudinal learning in a self-paced versus fixed-schedule MOOC

This study (N = 427) examined perceived attitudinal learning gains (i.e., cognitive, affective, and behavioral learning) related to the course topic by comparing a self-paced version of a Massive Open Online Courses (MOOC) with a fixed-scheduled version. Independent samples t-tests revealed that those in a self-paced classroom were more likely to perceive higher levels of attitudinal learning gains and satisfaction than those in a fixed-scheduled MOOC. Those enrolling in the self-paced course also identified significantly more diverse reasons for enrolling. Learners in both courses identified course videos as the most impactful instructional component. Implications for the design of self-paced MOOCs are discussed.     

Grades and Withdrawal Rates in Cell Biology and Genetics Based Upon Institution Type for General Biology and Implications for Transfer Articulation Agreements

General biology courses (for majors) are often transferred from one institution to another. These courses must prepare students for upper division courses in biology. In Colorado, a Biology Transfer Articulation Agreement that includes general biology has been created across the state. An evaluation was conducted of course grades in two upper division biology courses at University of Colorado Denver (UCD) (N = 2129) based upon course grades in general biology and the type of institution where general biology was taken (2-year school, 4-year, in-residence at UCD, Advanced Placement [AP] credit, College Level Examination Program [CLEP] credit, or International Baccalaureate [IB] credit). Students who transferred general biology credits received lower grades in upper division biology courses and withdrew from upper division biology courses more frequently. The root causes for these disparities in student outcomes should be investigated further using demographic data and qualitative data. The study should be expanded to all Colorado institutions to ensure the effectiveness of the Biology Transfer Articulation Agreement.     

2+2 Statewide Articulation Policy,Student Persistence,and Success in Florida Universities

The reported study in this paper examined the continuing viability of Florida's 2+2 articulation agreement by comparing academic success and persistence among Florida public community college graduates (n = 1,738) and native (n = 874) juniors at three universities. Discriminant analysis yielded statistically significant differences. Transfer students graduated with fewer lower level courses in upper division and fewer cumulative credit hours than native students. Discriminant analysis did not yield appreciable differences in the final grade point averages of student graduates, indicating that community college transfer students performed just as well academically as native students. Chi-square tests of independence indicated that a greater percentage of transfers dropped out prior to graduation. These findings support the conclusion that community college transfers are academically competitive, but they may benefit from retention services and programs that engender student engagement.     

Evaluation of the effectiveness of remedial reading courses at community colleges

Limited research is available on the effectiveness of remedial college courses. The present study evaluated the effectiveness of two instructional approaches for developmental reading courses at a community college in the southwestern United States. The instructional approaches were traditional textbook-based instruction and strategic-reading instruction. The sample consisted of 64 participants. Half (n = 32) of the participants were in the control group (n = 32) and received traditional textbook-based instruction; the other half (n = 32) were in the experimental group and received strategic-reading instruction. All participants completed the Nelson-Denny Reading Form G at the beginning of the semester and then again 12 weeks later, at the end of the semester. The data were then statistically analyzed to identify any relationships between the type of instruction and the differences between the students’ pretest and posttest scores. The null hypotheses for H1 and H2 were rejected because the results of the paired t tests indicated that both traditional textbook-based instruction and strategic-reading instruction have a statistically significant positive effect on students’ performance on the test. A one-way ANOVA was conducted to determine whether the pretest/posttest difference scores varied based on the type of instruction. The findings showed that both methods of instruction were equally effective in improving the reading comprehension skills of community college students in a developmental reading course. Based on the findings, community college leaders are encouraged to assess the effectiveness of the instructional methods used in developmental courses to ensure at-risk community college students are receiving the most beneficial instruction.     

Individual differences and course attendance: why do students skip class?

Individual differences are theorised as being key predictors of students’ lecture attendance. Understanding students’ (lack of) motivation for studying is an essential first step in supporting these individual differences and potentially increasing class/lecture attendance. The current study explored the role of students’ deficits in motivations (ability/effort/task value) for studying and their predictive relationship with course attendance, while controlling for prior competence and academic self-concept. Second-year students (n = 219; Female = 40) undertaking three semester-long courses in English as a foreign language participated in the year-long study. The structural model tested included prior achievement and self-concept (Time-1; 15 weeks prior), the motivational deficits for studying in the course (Time-2; ability, effort and task value), and class attendance across the two semesters of study. Self-concept negatively predicted all motivational deficits (moderate-large effects), and positively predicted attendance. Two of the motivational deficits (ability and effort) also had strongly contrasting effects (positive and negative respectively) on attendance. The implications and practical suggestions for intervention are discussed.     

Psychometric analysis of a scale for assessing specific competences in tutoring and educational guidance / Análisis psicométrico de una escala para evaluar las competencias específicas en tutoría y orientación educativa

The aim of this study is to validate an instrument for assessing self-perceived tutoring and educational guidance competences in students on the Master’s in Teaching. A historical review of secondary school teacher training shows the need to provide evidence of students’ competence levels. In view of this, a scale has been designed based on the specific competences they ought to acquire. A total of 336 students from the University of Salamanca and Oviedo participated in the study. An exploratory and confirmatory factor analysis of the results of the psychometric test show the good fit of the model globally (RMR = .075; GFI = .969) and incrementally (AGFI = .964; NFI = .960; RFI = .957), thus confirming the validity and reliability of the instrument. Finally, the study concludes by emphasizing the need to study real and self-perceived competence levels in specific areas, and to design suitable instruments to measure these levels.     

Work–Life Balance Among Community College Faculty Members: Generational and Life Course Theory Lenses

Generational and life course theory lenses were placed upon one finding of a large-scale qualitative interview-based study focused on if and how community college faculty members construct work–life balance. Twenty-eight interviews with faculty members at a midwestern community college were conducted. Differences regarding to work-life balance approaches between Baby Boomer (n = 15) and Generation X (n = 13) faculty and as mediated by position within the life course are elucidated. We termed this finding tides of life, which is comprised of three subfindings: roles, tenure, and gender performance. Practical implications of this finding are put forward. Better understanding of the nuanced ways in which community college faculty construct work–life balance can inform policy decisions that impact faculty work. Moreover, better understanding of faculty life in a general sense is critical as community college leaders craft policies and refine practices related to faculty employment contracts, work environments, support mechanisms, professional development, and mentoring.     

Questionnaire on Perceived Competency-based Learning for primary school students (#ICOMpri1) / Cuestionario del Aprendizaje Percibido basado en Competencias para el Alumnado de Educación Primaria (#ICOMPri1)

The purpose of this study was to design and validate an assessment tool to find out how primary school students perceive their competency-based learning. By examining the content validity (n = 35 experts), comprehension (n = 173 students) and construct (n = 523 students) of the instrument, the results showed correct psychometric quality, internal consistency, reliability and adequacy of the structural model: χ²/df = 2.08, TLI = 0.88, CFI = 0.90, GFI = 0.90, RMSEA = 0.04, and SRMR = 0.04. The final version of the Questionnaire on Perceived Competency-based Learning of primary school students (#ICOMpri1) includes eight dimensions and 27 items. The results showed a high perceived competency-based learning of primary school students. This is therefore a valid and reliable instrument that provides a more subjective and real vision of primary students’ academic performance. Nevertheless, future studies should analyse the criterion-related validity by comparing perception results with those of international academic achievement.     

The Orientation to Life Questionnaire: Validation of a Measure to Assess Older Adults’ Sense of Coherence

Increasingly, the literature suggests that the sense of coherence (SOC) positively influences well-being in later life. This study reports the assessment of the following psychometric properties: distributional properties, construct, criterion and external-related validities, and reliability of the Orientation to Life Questionnaire (OtLQ) in an cross-national population of older adults. We recruited 1291 community-dwelling older adults aged between 75–102 years (M = 83.9; SD = 6.68). Convenience sampling was used to gather questionnaire data. The construct validity was asserted by confirmatory factor analysis and convergent and discriminant validity. Moreover, criterion and external-related validities, as well as distributional properties and reliability, were also tested. Data gathered with the 29-items OtLQ scale showed overall good psychometric properties in terms of distributional properties, construct, criterion, and external-related validities, as well as reliability. Three factors were validated for the OtLQ scale: (a) comprehensibility; (b) manageability; and (c) meaningfulness. We validated the three-factor OtLQ scale, which produced valid and reliable data for a cross-national sample with older adults. Hence, it is an adequate instrument for assessing sense of coherence among older people in health care practice and program development contexts.