Extending the Trait–State–Occasion Model: How Important Is Within-Wave Measurement Equivalence?

Abstract

Trait–State–Occasion (TSO) covariance models represent an important advance in methods for studying the longitudinal stability of latent constructs. Such models have only been examined under fairly restricted conditions (e.g., having only 2 tau-equivalent indicators per wave). In this study, Monte Carlo simulations revealed the effects of having 2 versus 3 indicators per wave and relaxing the within-wave tau equivalence. These modifications were examined under conditions that varied with regard to the within-wave trait variance and the cross-wave stability of occasion influences. In general, the TSO model performed well (i.e., few convergence problems or out-of-range parameter estimates) under most of these conditions; however, the likelihood of improper solutions increased when only 2 indicators were used per wave, when factor loadings were small, when the proportion of trait variance was either very high or very low, and when the occasion factor was highly stable. Based on these findings, recommendations are made for successful use of TSO models with real data.     

Strategies to Motivate Students for Program Assessment

Accountability in higher education has increased, with more institutions requiring standardized tests. These tests are high stakes for institutions, but low-stakes test for students, who seldom experience consequences for their performance. This study describes how one psychology department improved students' scores on the Psychology Area Concentration Achievement Test. Results were compared between three motivation conditions: no incentive, a monetary incentive, and a motivational Microsoft PowerPoint presentation. The presentation gave students information about the assessment, encouraged them to do well, and informed them that faculty would discuss scores while evaluating the psychology program. Results showed that test scores were significantly higher and correlated significantly with grade point average for students exposed to the motivational presentation. The motivational PowerPoint presentation seemed to have reduced the number of underachieving students and provided more accurate assessment data, with minimal investment in time and effort on the part of faculty.     

CURRICULUM DEVELOPMENT IN COMMUNITY/JUNIOR COLLEGES: THE STATE OF THE ART AS VIEWED BY THE ACADEMIC AFFAIRS OFFICER

The purpose of this study was to determine the state of the art in curriculum development in U.S. community/junior colleges. Responding to a questionnaire of 33 items, 184 academic affairs officers expressed their perception of community/junior college curriculum development including (1) goals and objectives, (2) content, (3) learning experiences, (4) learner characteristics, and (5) planning and evaluation. Several areas are identified as needing attention that provide direction for improved curriculum development.     

Critical race theory in education,Marxism and abstract racial domination

In the context of the ongoing debate between critical race theory (CRT) and Marxism, I begin in this paper by examining the origins of CRT in Critical Legal Studies (CLS) in the United States. I go on to describe CRT's entry into education, first in that country, and then in the United Kingdom. I move on to a discussion of current debates between critical race theorists and Marxists, focusing on an analysis of arguments for the existence of abstract racial domination.     

Rethinking the Core List of Journals for Libraries that Serve Schools and Colleges of Pharmacy

The Core List of Journals for Libraries that Serve Schools and Colleges of Pharmacy is a guide for developing and maintaining pharmacy-affiliated library collections. A work group was created to update the list and design a process for updating that will streamline future revisions. Work group members searched the National Library of Medicine catalog for an initial list of journals and then applied inclusion criteria to narrow the list. The work group finalized the fifth edition of the list with 225 diverse publications and produced a sustainable set of criteria for journal inclusion, providing a structured, objective process for future updates.     

The Teaching Green School Building: a framework for linking architecture and environmental education

The ‘Teaching Green School Building’ is an emergent type of school building that attempts to engage building users with environmental issues in buildings. Architectural interventions in these buildings range from signage to interactive touch screens to gardens and demonstration kitchens that foster educational programmes about sustainable food. The result can be a building that offers informal education, support for formal environmental education, and, overall, a chance for students to embody sustainable living in their daily lives at school. To date, this type of building has been weakly theorized, and the relationship between architectural interventions and environmental education largely unexplored in the literature. This literature review weaves together theories that connect the physical environment with human factors. In particular, research in environmental education, museum studies, conservation psychology and architecture illuminates ways in which buildings can support environmental education and with tactics that go well beyond the convention of informational signage on the wall. The result of the literature review is a framework that points to design patterns that extend from passive to active, individual to collective, and formal to informal. This framework can inform the design, use and evaluation of school buildings designed with pedagogical intent.     

Do Diversity Experiences Help College Students Become More Civically Minded? Applying Banks’ Multicultural Education Framework

In this longitudinal, single institution study, we utilized Banks’ five dimensions of multicultural education framework to examine whether and to what extent involvement in various diversity experiences helped students become more civically minded. The findings suggested that greater involvement in service learning, multicultural courses, interracial interactions, racial awareness workshops, student-faculty interactions, and campus racial harmony significantly and positively contributed to civic mindedness. Asian students, when compared to their White counterparts, were more likely to report growth in civic mindedness after four years of college. We discuss scholarly and practical implications of the study results at the end.     

The Development of Provision for Young People with Emotional and Behavioural Difficulties: An activity theory analysis

In this article we consider aspects of past and continuing transformations in specific forms of social practice relating to educational services for young people now described as having emotional and behavioural difficulties (EBD). Our particular concern is the evolution of this provision and how historical dilemmas and tensions are relevant to explaining present and likely future developments. We believe that the framework of Activity Theory, not previously employed in this field, is a useful aid to analysis and facilitates wider understanding.     

A Study of the Transferable Elements in Interviews with Parents

The authors used correlational and confirmatory factor analytic techniques to examine the relationship between measures of the constructs of mathematics anxiety and test anxiety. The correlations found between measures of the 2 constructs were nearly as high as those found within measures of the 2 constructs, bringing into question the separateness of the constructs. Results of the confirmatory factor analysis provided some support for a distinction between the constructs; the correlation between the 2 factors, however, was relatively high. Those findings suggest that mathematics anxiety and test anxiety may be separate phenomena; the conceptual uniqueness of mathematics anxiety, however, needs to be further delineated and its measurement improved.     

Talking about public opinion and public opinion yet to come: Media and legislator constructions of public opinion in the Clinton‐Lewinsky Scandal

Previous scholarship has argued that constructions of public opinion serve one of three dominant purposes: (1) to provide drama; (2) to promote particular strategic political interests; and (3) to symbolically legitimize the public's role in democracy. This paper analyzes media and legislator constructions of public opinion in the Clinton‐Lewinsky scandal. We assess the uses of public opinion and the purposes to which they were put, and particularly examine the use of different time frames in this discourse. Throughout the scandal, the public remained firmly ambivalent about President Clinton, with majorities supporting him remaining in office, even as they disapproved of his sexual relationship with Ms. Lewinsky. However, the media frequently emphasized the possibility that public might change, and this future orientation was joined to a strongly disapproving emphasis on public morality, rooted in a construction of past values. Later the media took present public opinion as a given, but political implications for the present and future framed the coverage. Once the scandal came to Congress, members of Congress usually recognized the public's support for President Clinton, but offered different interpretations of the roots of this support, its proper influence on Congress, and its future course. In assessing political consequences of their votes, legislators acted like investors involved in futures markets, and judged which opinions were likely to retain intensity in the coming months and years. Changing in a dynamic fashion in response to events, elites’ judgments, and polls, constructions of public opinion served multiple purposes, and were strongly tinged by assessments about the stability and basis of public opinion. The low use of present‐oriented time frames delegitimized citizen views.