An Investigation of the Power of the Likelihood Ratio Goodness-of-Fit Statistic in Detecting Differential Item Functioning

The purpose of this study was to investigate the power and Type I error rate of the likelihood ratio goodness-of-fit (LR) statistic in detecting differential item functioning (DIF) under Samejima's (1969, 1972) graded response model. A multiple-replication Monte Carlo study was utilized in which DIF was modeled in simulated data sets which were then calibrated with MULTILOG (Thissen, 1991) using hierarchically nested item response models. In addition, the power and Type I error rate of the Mantel (1963) approach for detecting DIF in ordered response categories were investigated using the same simulated data, for comparative purposes. The power of both the Mantel and LR procedures was affected by sample size, as expected. The LR procedure lacked the power to consistently detect DIF when it existed in reference/focal groups with sample sizes as small as 500/500. The Mantel procedure maintained control of its Type I error rate and was more powerful than the LR procedure when the comparison group ability distributions were identical and there was a constant DIF pattern. On the other hand, the Mantel procedure lost control of its Type I error rate, whereas the LR procedure did not, when the comparison groups differed in mean ability; and the LR procedure demonstrated a profound power advantage over the Mantel procedure under conditions of balanced DIF in which the comparison group ability distributions were identical. The choice and subsequent use of any procedure requires a thorough understanding of the power and Type I error rates of the procedure under varying conditions of DIF pattern, comparison group ability distributions.–or as a surrogate, observed score distributions–and item characteristics.     

Classroom-based science research at the introductory level: changes in career choices and attitude

Our study, focused on classroom-based research at the introductory level and using the Phage Genomics course as the model, shows evidence that first-year students doing research learn the process of science as well as how scientists practice science. A preliminary but notable outcome of our work, which is based on a small sample, is the change in student interest in considering different career choices such as graduate education and science in general. This is particularly notable, as previous research has described research internships as clarifying or confirming rather than changing undergraduates' decisions to pursue graduate education. We hypothesize that our results differ from previous studies of the impact of engaging in research because the students in our study are still in the early stages of their undergraduate careers. Our work builds upon the classroom-based research movement and should be viewed as encouraging to the Vision and Change in Undergraduate Biology Education movement advocated by the American Association for the Advancement of Science, the National Science Foundation, and other undergraduate education stakeholders.     

Widening the discussion on HE leadership – leader dispositions and talents

What inherent personal leader qualities or dispositions do senior staff in universities say are necessary? What assumptions do we make about leadership in our universities and are they helpful? Are university staff surveys useful in giving both the leadership and staff a clear understanding of staff satisfaction levels related to how they are managed and led? This article looks at these important aspects of university leadership, gathering together HE leader/academic views, study findings and survey pointers to suggest dispositions and talents those in leadership positions should demonstrate in providing the right environment for staff.     

Developing young readers through the linguistic phonics approach

This paper reports findings from a large‐scale evaluation undertaken to explore the impact of the ‘linguistic phonics approach’ (LPA) on young children’s reading. The LPA is a systematic and applied programme that differs from traditional phonics programmes. For example, rather than ask children to look at letters and speculate on the sounds they make, the LPA begins with the sounds and oral language skills children bring with them to school and progresses to a stage where they marry sounds with the written word. Implicit in the approach is the notion that children can learn to make associations between their spoken language (native speech sounds which are embedded from around the age of one) and the written language. Findings from this three‐stage test/retest matched‐samples evaluation (n = 745, Yr 2 and Yr 3 pupils) indicate that the LPA does significantly raise standards and that the gains made by pupils taught through this approach sustain over time. Particularly worthy of note is the finding that, in contrast to non‐systematic phonics approaches, the LPA positively affects the attainment levels of high‐, middle‐ and low‐ability readers.     

Hands-on Computer Use in Science Classrooms: The Skeptics Are Still Waiting

Journal of Science Education and Technology -     

When Is It Acceptable to Lie? Interpersonal and Intergroup Perspectives on Deception

While deception is generally viewed as an undesirable and unethical action, people evaluate some lies as more detrimental than others. This study examined factors influencing deception assessments, including the seriousness of the lie and whom it benefits. The effect of an intergroup versus an interpersonal context for the lie was examined. Utilizing 24 vignettes varying in terms of these conditions, 259 participants evaluated a lie’s appropriateness, deceptiveness, and complexity. Altruistic and white lies were viewed as less deceptive and more acceptable than self-serving and more consequential lies. Lies evaluated as least acceptable were interpersonal, serious, and self-serving compared to altruistic lies and those embedded in an intergroup context. Intergroup and interpersonal deceptions are recognized as distinct forms of lying and are evaluated differently.