A Multilevel Mixture IRT Framework for Modeling Response Times as Predictors or Indicators of Response Engagement in IRT Models

Disengaged item responses pose a threat to the validity of the results provided by large-scale assessments. Several procedures for identifying disengaged responses on the basis of observed response times have been suggested, and item response theory (IRT) models for response engagement have been proposed. We outline that response time-based procedures for classifying response engagement and IRT models for response engagement are based on common ideas, and we propose the distinction between independent and dependent latent class IRT models. In all IRT models considered, response engagement is represented by an item-level latent class variable, but the models assume that response times either reflect or predict engagement. We summarize existing IRT models that belong to each group and extend them to increase their flexibility. Furthermore, we propose a flexible multilevel mixture IRT framework in which all IRT models can be estimated by means of marginal maximum likelihood. The framework is based on the widespread Mplus software, thereby making the procedure accessible to a broad audience. The procedures are illustrated on the basis of publicly available large-scale data. Our results show that the different IRT models for response engagement provided slightly different adjustments of item parameters of individuals’ proficiency estimates relative to a conventional IRT model.     

On the concept “chemical equilibrium”: The associative framework

Word associations were used to map the conception of high school students concerning the concepts “chemical equilibrium” and “equilibrium.” It was found that the preconception of the two concepts was differentiated on noncritical dimensions; “equilibrium” being associated with everyday life experiences and “chemical equilibrium” with general chemical concepts. After studying the subject of chemical equilibrium at school the two concepts merged towards one, i.e., becoming synonymous. This can provide an explanation for misconceptions associated with chemical equilibrium via the transfer of static attributes from “equilibrium” to the dynamic “chemical equilibrium”.     

Walking The Talk: from theory to practice in delivering community based design education

This paper discusses the model of ‘walking the talk’, when running design studios based on the ‘live projects’ model within a university setting for vulnerable communities. This model is examined through exploring emerging humanitarian and community‐based design approaches in architectural education. It is tested through two case studies of design studios in Mostar and Beirut, led by the author between 1998 and 2002. Lessons from these community‐engagement studios are applied through a third case study, a design project for a disability day‐care centre in Hoi An, Vietnam. The project was led by RMIT University students and staff between 2009‐2011 and built in April 2012.     

Latino High School Students’ Perceptions of Caring: Keys to Success

This mixed methods investigation specifically examined Latino high school adolescents’ perceptions of teacher behaviors that demonstrate caring. A chi-square test was conducted to analyze the frequency of responses, and focus group interviews were conducted to expand on the results. The data indicated that although Latino male students were as likely to perceive the same behaviors Latina female students perceived as important or very important, a higher percentage of female students rated the same items as important. This investigation situates Latino high school adolescents’ voices as a pivotal agent to inform about the critical nature of caring for all students.     

Distance Learning for GED® Students in Rural Pennsylvania

Abstract

Although many adult basic education programs offer distance learning (DL) for GED (General Educational Development) and English as a Second Language learners, this topic has received little scholarly attention. This article examines the availability, usage, and effectiveness of DL for rural GED candidates in Pennsylvania; students' demographic and educational characteristics and participation patterns; and the perceived advantages and disadvantages of DL for students and education providers. Data sources included records of 24,143 rural GED students in state-funded programs; GED test takers' demographic survey data; interviews with DL educators and students; and a survey of non-state-funded DL providers. The results show that 4% of rural GED students—primarily young, White, low-income women—participated in DL. Rural DL students were as likely to pass the GED Tests as face-to-face learners. Key advantages and disadvantages of DL for rural GED students are discussed. The study signals great potential and need for expanding DL in rural regions.     

Beginning teachers’ self-efficacy and stress and the supposed effects of induction arrangements

Induction arrangements are implemented in schools all over the world to support beginning teachers (BTs) (novices) in gradually growing into their profession. The aim of this study is to gain more insight into two key psychological processes involved in the work of a qualified beginning teacher, namely perceived stress and self-efficacy. This unfolding is necessary to find a path of influence to lead the way to meaningful support interventions. Support in the form of induction arrangements is hypothesised to decrease perceived stress and to increase self-efficacy and, thus, decrease stress outcomes. To test our hypotheses 30 BTs and their school-based educators, working in 13 different schools, were surveyed. The analyses revealed that stress causes and stress outcomes are indeed interrelated and that self-efficacy affects this relationship in a mediating way. However, besides decreasing a beginning teachers’ perceived lack of learning opportunities, no other influences of induction arrangements were obtained. Implications and suggestions for future research are discussed.     

Understanding individual differences in word recognition skills of ESL children

This paper focuses on the extent to which the development of ESL (English as a Second Language) word recognition skills mimics similar trajectories in same-aged EL1 (English as a First Language) children, and the extent to which phonological processing skills and rapid naming can be used to predict word recognition performance in ESL children. Two cohorts of Grade 1 ESL and EL1 primary-level children were followed for two consecutive years. Results indicated that vocabulary knowledge, a measure of language proficiency, and nonverbal intelligence were not significant predictors of word recognition in either group. Yet, by considering individual differences in phonological awareness and rapid naming, it was possible to predict substantial amounts of variance on word recognition performance six months and one year later in both language groups. Commonality analyses indicated that phonological awareness and rapid naming contributed unique variance to word recognition performance. Moreover, the profiles of not at-risk children in the EL1 and ESL groups were similar on all but the oral language measure, where EL1 children had the advantage. In addition, EL1 and ESL profiles of children who had word-recognition difficulty were similar, with low performance on rapid naming and phonological awareness. Results indicate that these measures are reliable indicators of potential reading disability among ESL children.     

Female ‘big fish’ swimming against the tide: The ‘big-fish-little-pond effect’ and gender-ratio in special gifted classes

This study takes a second look at the “big-fish-little-pond effect” (BFLPE) on a national sample of 769 gifted Israeli students (32% female) previously investigated by Zeidner and Schleyer (Zeidner, M., & Schleyer, E. J., (1999a). The big-fish-little-pond effect for academic self-concept, test anxiety, and school grades in gifted children. Contemporary Educational Psychology, 24, 305–329). The reanalysis of the data, using HLM methodology, was designed to partition individual differences from aggregate group variance, as well as to test a number of focused hypotheses regarding the effects of gender and gender-ratio in class on self-concept. With respect to self-concept, the BFLPE hypothesizes that it is better to be a good student in an average-ability reference group than to be a good student in a high-ability reference group. Prior studies explored the BFLPE comparing gifted students in different educational contexts. Here, the BFLPE was exclusively investigated within special gifted classes. Results supported the BFLPE for academic self-concept. Furthermore, whereas girls’ academic self-concept was negatively influenced by gender-ratio (percentage of boys in class), gender-ratio had no significant influence on boys’ academic self-concept.     

Perceptions of Portuguese undergraduate students about assessment: a study in five public universities

This paper draws upon a broader piece of research on assessment in higher education, particularly focusing on issues regarding the fairness and effectiveness of the assessment methods and their implications for the learning process. The perceptions of undergraduate students are analysed taking into account the effectiveness and fairness of both traditional and learner-centred assessment methods, as well their influence on the learning process. In total, 624 students participated in this study in five Portuguese Public Universities in different areas of knowledge and programmes. Data were collected through questionnaires. Findings suggest that assessment is seen as more effective and fairer when it is done through the use of learner-centred assessment methods rather than by traditional assessment (e.g. written tests or exams). The students also claim that they devote more time to study when assessment is performed through learner-centred assessment methods than by traditional ones. The most used assessment methods are written tests and oral presentations in group. However, differences in the programmes were identified as well as differences according to gender. Implications of the findings for assessment and for the teaching and learning process are discussed.