Measuring Parent Receptivity Towards the Classroom Environment Using a Rasch Measurement Model

This study investigated parent-reported receptivity towards the classroom environment and classroom outcomes. Classroom environment was based on a five-aspect model: (1) provision of information from the child; (2) beliefs about the school; (3) provision of information from teachers; (4) teachers' commitment to working with parents; and (5) confidence in communicating with teachers. Classroom outcomes were based on two aspects: (1) educational values (importance of schooling, involved with learning; seeing a future through learning, desire to learn, and importance of learning); and (2) learning outcomes (achieving, and views of child's engagement in school work). For each aspect, items were written in an ordered-by-difficulty pattern so that, for example, Item 2 involved Item 1 and ‘more’, making it conceptually ‘harder’ to agree with Item 2 than with Item 1. There were four Likert response categories (SDA, DA, A, and SA). Using the extended logistic model of Rasch, an interval-level, unidimensional scale was created with item difficulties for classroom environment aspects and classroom outcomes calibrated on the same scale as the receptivity measures. The sample consisted of 518 parents of students from three secondary schools in Western Australia. The item sample was 30. The proportion of observed variance considered true was 0.94. The items for each aspect were found to be ordered from ‘easy’ to ‘hard’ in line with the hypothesised model of receptivity and the data fitted the measurement model well. This revised version was published online in July 2006 with corrections to the Cover Date.     

A Model of Visual Case Processing Using Metaphors and Drawings

A visual case processing method using metaphors and drawings is discussed as a holistic and creative way of conceptualizing and presenting cases in supervision sessions.     

Conceptual difficulties experienced by senior high school students of electrochemistry: Electrochemical (galvanic) and electrolytic cells

This research investigated students' understanding of electrochemistry following a 7–9-week course of instruction. A list of conceptual and propositional knowledge statements was formulated, and this provided the framework for semistructured interviews that were conducted with 32 students in their final year of high school chemistry, following instruction in electrochemistry. Three misconceptions identified in this study and five which have been reported earlier are incorporated into an alternative framework about electric current. The framework is grounded on the notion that a current always involves drifting electrons, even in solution. Another area where students' misconceptions were prevalent was in relation to the sign of the anode and cathode. Students who thought the anode was negatively charged believed cations would move toward it, and those who thought it was positively charged were unable to explain why electrons move away from it. Electrolytic cells also proved troublesome for students. Many students did not associate the positions of the anode and cathode with the polarity of the applied electromotive force (e.m.f.). Other students attempted to reverse features of electrochemical cells and apply the reversals to electrolytic cells. The implications of the research relate to students' interpretation of the language that is used to describe scientific phenomena and the tendency for students to overgeneralize, due to comments made by teachers or statements in textbooks.     

The use of morphological knowledge in spelling derived forms by learning-disabled and normal students

Currently popular systems for classification of spelling words or errors emphasize the learning of phoneme-grapheme correspondences and memorization of irregular words, but do not take into account the morphophonemic nature of the English language. This study is based on the premise that knowledge of the morphological rules of derivational morphology is acquired developmentally and is related to the spelling abilities of both normal and learning-disabled (LD) students. It addresses three issues: 1) how the learning of derivational morphology and the spelling of derived words by LD students compares to that of normal students; 2) whether LD students learn derived forms rulefully; and 3) the extent to which LD and normal students use knowledge of relationships between base and derived forms to spell derived words (e.g. “magic” and “magician”). The results showed that LD ninth graders’ knowledge of derivational morphology was equivalent to that of normal sixth graders, following similar patterns of mastery of orthographic and phonological rules, but that their spelling of derived forms was equivalent to that of the fourth graders. Thus, they know more about derivational morphology than they use in spelling. In addition, they were significantly more apt to spell derived words as whole words, without regard for morphemic structure, than even the fourth graders. Nonetheless, most of the LD spelling errors were phonetically acceptable, suggesting that their misspellings cannot be attributed primarily to poor knowledge of phoneme-grapheme correspondences. I am indebted to Laurel Fais and students in the Language Training program at the Forman School in Litchfield, Connecticut, for their participation in this study. The first phase of this research project was sponsored by NICHD grant HD-01994 to Haskins Laboratories and by a Dissertation Fellowship from the University of Connecticut. The final stages of work on this project were completed while I was at American International College.     

Autonomous and controlling reasons underlying achievement goals during task engagement: their relation to intrinsic motivation and cheating

The aim of this study was to investigate the relation of autonomous and controlling reasons underlying an endorsed achievement goal to intrinsic motivation and cheating. The endorsement of the achievement goal was ensured by involving 212 (M_age = 19.24, SD = .97) freshman students in a spatial task and asking them to report their most important achievement goal, as well as the reasons for adopting the goal, during the task. Results from a hierarchical regression analysis revealed that independent of the achievement goal the students adopted, the autonomous reasons for the endorsed goal were positively related to the indices of intrinsic motivation. Furthermore, the autonomous reasons underlying either performance or mastery-avoidance goals were negatively related to cheating. Alternatively, the controlling reasons for the endorsed goal were positively related to pressure and tension. The importance of considering both the ‘what’ and the ‘why’ aspect of achievement motivation are discussed.     

What shapes the self-esteem of elderly Filipinos working beyond the retirement age? A structural equation model (SEM)

Previous studies have indicated that major transitions in life such as retirement or exit from working life may contribute to the normative decline in self-esteem. A growing trend on elderly’s labor force beyond retirement invites the conduct of more empirical studies on the dynamics of self-esteem among the elderly group. Anchored on the Self-Determination Theory, this study is an attempt to test a model that examines the impact of social support, health promotion, activities of daily living and anxiety on the self-esteem of a select group of Filipino elderly working beyond the retirement age. Two-hundred eighteen (218) working elderly from the capital of the Philippines participated in this exploratory study. Data gathered from a multi-aspect questionnaire were analyzed using SPSS version 19 and AMOS version 19. Results of structural equation model (SEM) indicated that social support; activities of daily living and health promotion have direct effects on self-esteem, thus supporting the hypotheses. A direct relationship exists between elderly activities of daily living and their social support and anxiety. Notably, an inverse relationship exists between elderly anxiety and factors such as health promotion and self-esteem. The emerged model in this study could serve as valuable tool for nurses in enhancing nursing care aimed at promoting the psychological-well-being and occupational health among the elderly.     

Contemporary high-profile scientists and their interactions with the community

This article presents a case study of 10 high-profile Australian research scientists. These scientists are highly committed to engaging with the public. They interact with a wide range of groups in the community, including the traditional media. They are aware that they are seen as representatives of science at a time when the authority of science and scientists is threatened in Australia by controversy around issues such as climate change and vaccination. Through their experiences of interacting with non-scientists, they have developed views about qualities, characteristics and knowledge that contribute to, or inhibit, positive interactions between scientists and non-scientists. Their experiences and insights highlight aspects of contemporary science that are not generally acknowledged in science curricula.