Multiple Imputation Strategies for Multiple Group Structural Equation Models

Although structural equation modeling software packages use maximum likelihood estimation by default, there are situations where one might prefer to use multiple imputation to handle missing data rather than maximum likelihood estimation (e.g., when incorporating auxiliary variables). The selection of variables is one of the nuances associated with implementing multiple imputation, because the imputer must take special care to preserve any associations or special features of the data that will be modeled in the subsequent analysis. For example, this article deals with multiple group models that are commonly used to examine moderation effects in psychology and the behavioral sciences. Special care must be exercised when using multiple imputation with multiple group models, as failing to preserve the interactive effects during the imputation phase can produce biased parameter estimates in the subsequent analysis phase, even when the data are missing completely at random or missing at random. This study investigates two imputation strategies that have been proposed in the literature, product term imputation and separate group imputation. A series of simulation studies shows that separate group imputation adequately preserves the multiple group data structure and produces accurate parameter estimates.     

Ankle muscle strength influence on muscle activation during dynamic and static ankle training modalities

Muscle weakness is considered a risk factor for ankle injury. Balance training and barefoot running have been used in an attempt to strengthen the muscles crossing the ankle. It is expected that training tasks that successfully strengthen the ankle would elicit increased muscular activity. However, it is unknown how an individual's ankle strength will influence the muscle activity used during a given task. Twenty-six participants performed dynamic (shod, barefoot running) and static tasks (squat on ground, squat on ®Bosu Ball) believed to strengthen the muscles surrounding the ankle. Electromyographic signals of the tibialis anterior, peroneus longus, gastrocnemius lateralis (GL) and gastrocnemius medialis (GM) were recorded and analysed using a non-linearly scaled wavelet analysis. Participants were divided into a strong group and a weak group according to their isometric plantar-flexion torque. The weak group required more relative GL and GM muscle activity during each training task compared to the strong group. No difference was observed between shod and barefoot running. There was a significant effect of training task on muscle activation level for the weak group. Differences in ankle strength had a significant impact on muscle activation.     

A chair system in transition: Appointments, promotions, and gate-keeping in German higher education

The traditional German system of academic appointments and careers has recently become a focus of policy reorganisation. The article analyses the ongoing debates and changes on the basis of an examination of the origins and overall function of the academic career system. It is argued that the recruitment, promotion, and appointment of academic staff are seen as more important issues in countries, like Germany, where they shape the institutional pattern of higher education and where they are a major link to the state and society.     

A victim of their own success? Employment and working conditions of academic staff in comparative perspective

Interest in the status and functions, the potential and thevulnerability of the academic profession has grown in recent times.International comparison is of special interest in this context: are theproblems experienced more or less universal, or are there options andconditions in individual countries which might suggest solutions for thefuture? The paper analyses some findings and implications of the‘International Survey of the Academic Profession’ with a special focus onthe various subgroups of academics in the European countries involved inthis empirical study. The analyses focuses on the employment and workingconditions, as well as the way academics handle their various professionaltasks and functions. Considerable differences between the universityprofessoriate, middle-rank and junior staff at universities and staff atother institutions of higher education are noted. At least in the majorityof European countries surveyed, one would hesitate to consider them part ofthe same profession. By and large, however, the relatively independentnature of their jobs allows most academics to find areas of professionalactivity which are the source of professional attachment andsatisfaction.     

Higher education, internationalisation, and the nation-state: Recent developments and challenges to governance theory

The new phenomenon of European integration has again challenged ourconceptual and empirical tools for higher education studies tointegrate the international dimension into frameworks that tendto concentrate on the single nation state and domestic policieseven where international comparisons are made. It drives as wellthe awareness of certain blind spots: namely (1) the concentrationon policy effects, neglecting the input side of policy formation,and (2) the concern with macro level policy-making and meso levelorganisational adaptation, neglecting to some extend the microdynamics and effects in the actual practices and performances ofacademic work. This paper makes an attempt to contribute from acertain perspective on governance studies to the ongoing debate onthe challenges ``internationalisation' or ``globalisation' bringup for higher education policy analyses and especially for comparativeresearch in that area. The development of governance theory towardsa multi-level and multi-actor approach is discussed and its strengthsand weaknesses for higher education studies in an internationalisingenvironment are addressed.     

Professional development in inquiry‐based science for elementary teachers of diverse student groups

As part of a larger project aimed at promoting science and literacy for culturally and linguistically diverse elementary students, this study has two objectives: (a) to describe teachers' initial beliefs and practices about inquiry‐based science and (b) to examine the impact of the professional development intervention (primarily through instructional units and teacher workshops) on teachers' beliefs and practices related to inquiry‐based science. The research involved 53 third‐ and fourth‐grade teachers at six elementary schools in a large urban school district. At the end of the school year, teachers reported enhanced knowledge of science content and stronger beliefs about the importance of science instruction with diverse student groups, although their actual practices did not change significantly. Based on the results of this first year of implementation as part of a 3‐year longitudinal design, implications for professional development and further research are discussed. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 1021–1043, 2004     

The balance between teaching and research in Dutch and English universities in the context of university governance reforms

The expectations and demands with respect to teaching and research have been changing for universities due to changes in their institutional environments. Born out of changing national research policies and modern governance arrangements, efficiency, effectiveness and output-oriented cultures have become increasingly important. In this article we ask the question of what the consequences of these changing institutional environments are for the teaching-research nexus as experienced by academics at universities. We explore the changing practices of teaching and research in eight research units in research-led universities in England and The Netherlands. The sources of our empirical investigation are documentary evidence as well as interview data from 48 academics in biotechnology and medieval history. Our findings suggest that teaching and research are increasingly falling apart as two distinct activities. Success or failure in research acquisition and performance assessments has serious implications for the work portfolios in terms of teaching and research load of the research units.