Examining Trait × Method Interactions Using Mixture Distribution Multitrait–Multimethod Models

Multitrait-multimethod (MTMM) analyses are used in psychology to assess convergent and discriminant validity and to study method effects. Most current MTMM approaches assume that measures have equal convergent and discriminant validity across the entire range of trait values and thus do not account for potential trait × method interactions. A novel approach is presented that allows analyzing trait × method interactions using factor mixture modeling. The new MTMM mixture model allows identifying latent classes of individuals who differ with respect to convergent and discriminant validity. The new approach was applied to mother’s and father’s ratings of children’s attention deficit hyperactivity disorder (ADHD) symptoms (N = 618). Results revealed four latent classes: one with no symptom levels, two with low symptom levels, and one with moderate symptom levels. Three classes showed evidence for convergent and discriminant validity, whereas a low symptom class lacked convergent validity for ratings of inattention.

     

Role of the Information Professional in the Development and Promotion of Digital Humanities Content for Research,Teaching, and Learning in the Modern Academic Library: An Irish Case Study

ABSTRACT

The Internet has been the catalyst for the convergence of many subject areas and online platforms. Information professionals such as Archivists, IT developers and especially Librarians have been impacted in the development and promotion of digital humanities content for research, teaching, and learning in the modern academic library. In this case study, relevant findings from research that sought to determine the level of awareness of digital humanities in Irish Libraries is examined. The research project, The Mary Martin Diary, is highlighted as an example of a multidisciplinary collaboration project that utilized library communication skills, project management skills, digital humanities tools and techniques, as well as other online resources in its development. These skills and tools have the potential to be applied to similar projects that librarians engage in. Recommendations derived from this research highlight the practical application of skills for information professionals and their roles in the development and promotion of digital humanities content for research, teaching, and learning in the modern academic library.     

Designing a Mathematics Course for Chemistry and Geology Students

Many mathematics departments usually teach a variety of courses for students from different science departments and even from different faculties. These service courses are usually taught in the same way as the courses for mathematics major students. However, in science, because of the need to better analyse and interpret experimental data and the increased use of mathematical tools in chemistry and geology textbooks, it is becoming necessary to teach these science students quantitative skills beyond the scope of first year mathematics courses. This paper describes the design of a one-semester second year mathematics course, mainly for chemistry and geology students, with three specific objectives: to develop students ability to quantitatively analyse problems arising in their own field, to illustrate the great utility of mathematical models to provide answers to key chemistry and geology problems, to develop students appreciation of the diversity of mathematical approaches potentially useful in the chemical and geological sciences.     

Promoting interdisciplinarity in engineering teaching

With funding from the UK' Royal Academy of Engineering, the University of Edinburgh has developed a series of truly interdisciplinary design courses aimed at improving penultimate-year students' ability to operate across disciplines and improve their preparation for industry. Led by a Visiting Industrial Professor, the course on hydropower design requires students to provide a full feasibility study of a small scheme in western Scotland tackling issues from hydrology through to grid connection. The course has had several very successful outcomes which include: appreciation of other engineering disciplines; experience of teams where different skills and expertise are available; demonstration of the links between engineering design and economic viability; introduction to non-technical areas essential to the UK Standard for Professional Engineering Competence; and enhancing interest in the hydropower sector in technological and career terms. The key message from this project is the need to ensure balance across tasks, within groups and staff support across disciplines.     

Relationships of surveillance,assurance and recognition: early career primary teachers’ engagement with discourses of accountability and performance

Anecdotal evidence suggests that Irish primary teachers, and particularly those working in disadvantaged schools, are coming under increasing pressure to orient their practices towards satisfying the exigencies of accountability and performativity (Conway, P. F., and R. Murphy. 2013. “A Rising Tide Meets a Perfect Storm: New Accountabilities in Teaching and Teacher Education in Ireland.” Irish Educational Studies 32 (1): 11–36. doi:10.1080/03323315.2013.773227). Focusing specifically on early career teachers (ECTs) in Irish designated disadvantaged primary schools, this paper investigates ECTs’ engagement with discourses of accountability and performance and its influence on their daily practices. Semi-structured, life-history interviews were conducted with 18 participants drawn from three urban designated disadvantaged schools. Local conditions (level of disadvantage, the intensity and concentration of students’ needs, and school culture), as well as participants’ career stage, impacted upon the way ECTs engaged with, and/or mediated the influence of the strong, neoliberal performativity discourse. Participants’ engagement with the literacy and numeracy standardised testing process was characterised by relationships of surveillance which were held in tension with contradictory and conflicting relationships of assurance and recognition that the DEIS literacy and numeracy programmes and positive standardised test scores fostered. The findings indicate that the nature of these relationships, coupled with the demanding social context in which they begin their careers, is orienting ECTs towards the use of more structured and control oriented pedagogies.     

Aiding culturally responsive assessment in schools in a globalising world

Educational Assessment, Evaluation and Accountability - Across the world, teachers’ classroom assessment tasks and responsibilities are becoming more diverse due to increased migration. In...     

A Cross Canada Inventory: Evidence of 21st Century Educational Reform in Canada

This paper reports on an initial website review of Ministries of Education, provincial teacher associations and select school jurisdictions across Canada with respect to their publically available and visible policy commitments to 21st century educational reforms. This review was conducted for the purposes of drawing conclusions about the current state of these reform efforts in Canada and, consequently, to provide implications for the future. Through the implementation of thematic analysis findings revealed that the publically available 21st century reform policy of provincial Ministries of Education tended to be best described by one of three frames: the futurist frame, the political frame and the teacher as change agent frame.     

Lifelong learning trajectories: some voices of those ‘in transit’

This paper illustrates the social determinants of lifelong learning histories as uncovered in a largescale survey and interview analysis carried out as part of the ESRC Learning Society Programme, and previously reported in this journal. The statistical ‘determinants’ of adult participation in learning as described there, such as family background or gender, are examined here in terms of individual stories as well as theoretical models derived from earlier phases of this project. The two forms of data and their analyses appear to accord, suggesting perhaps that concepts of structure (determinants) and agency (choice) are not mutually incompatible in explaining patterns of adult learning. Choices are anyway made within subjective opportunity structures (which include notions of what is ‘appropriate’ for each person).     

Motivation for return to study as a predictor of completion of degree amongst female mature students with children

The motivation for return to study, as measured by the Continuing Education Women Questionnaire (modified), of 117 mature age female graduates with children was compared with that of 118 former mature age female students with children who had discontinued a degree program before graduation. Motivation was found to relate to a number of predictors, including previous education, age, marital status, family life cycle stage, satisfaction with previous employment and family support for return to study. Interrupters as a group were found to be similar in motivation to graduates. However, certain subgroups of interrupters scored higher on those aspects of motivation which stressed study as a way to ameliorate or escape from unpleasant or difficult life circumstances. These same difficult circumstances in turn made graduation more unlikely and led to discontinuance. The conclusion is drawn that life circumstances may be a more parsimonious predictor of attrition in this population than motivation.