Under the microscope: A study of schools in special measures and a comparison with general characteristics of primary school improvement

This paper considers the process of being in special measures and looks at the experiences that teachers in five primary schools encountered. It also endeavours to establish links with generally accepted characteristics of school improvement as identified in previous research on sustained primary school improvement and school improvement in general.     

Patterns of response to an approaches to studying inventory across contrasting groups and contexts

The development of the Approaches and Study Skills Inventory for Students (ASSIST) is reported, which incorporates a revised version of the Approaches to Studying Inventory. This questionnaire was completed by three separate samples; 1284 mainly first-year students from six British universities, 466 first-year students from a Scottish technological university; and 219 students from a ‘historically disadvantaged” South African university. Analyses of these data were designed to explore the patterns of response found in sub-groups which varied in terms of their levels of attainment and contexts. Maximum likelihood analysis of the largest sample confirmed the expected three factors of deep, surface apathetic, and strategic approaches to studying, and almost identical patterns were also found in the other two samples, and in students having contrasting levels of attainment. There were, however, some interesting minor differences in the South African sample. K-means relocation cluster analysis was then carried out on the largest sample and produced clusters with generally coherent patterns of response. However, one persistent low attainment cluster showed unexpected, dissonant patterns of response, combining moderately high scores on the sub-scales of both deep and surface apathetic approaches, associated with low scores on the strategic approach.     

The Officers of The Association,for 1906

Catherine Beebe has written numerous short stories and articles and fifteen books for Catholic children. She is a library consultant to Catholic schools and is a member of the Gallery of Living Catholic Authors.

(Copyright in this article is held by Catherine Beebe)     

Confirming the Factor Structure of the Cognitive Test Anxiety Scale: Comparing the Utility of Three Solutions

This study validated the factor structure of a popular assessment of learner's cognitive test anxiety. Following recent findings in a study with Argentinean students' use of the Spanish version of the Cognitive Test Anxiety Scale (CTAS), this study tested the factor structure using data from 742 students who completed the original English version in the United States. Comparison of three confirmatory factor analyses confirmed the prior finding that reverse-coded items included in the original CTAS produced a second factor that did not add to the model fit for the CTAS. In addition, the results identified that a reduced length (17-item) version of the CTAS that removed all reverse-coded items was preferable to the two-factor solution for the full scale. Implications for assessment of test anxiety as well as the use of reverse-coded items in self-report survey research are discussed.     

Factors associated with exclusive breastfeeding 2 to 4 weeks following discharge from a large, urban, academic medical center striving for baby-friendly designation

Substantial evidence documents the superiority of breastfeeding for mothers and breastmilk for babies. Although the American Academy of Pediatrics and the U.S. Healthy People 2010 initiative promote breastfeeding, current breastfeeding rates often fall short of recommendations. This study determined factors associated with exclusive breastfeeding 2 to 4 weeks following discharge from a large, urban, academic medical center striving for Baby-Friendly designation. Results indicated that mothers who breastfed within the first hour of birth (61%) were significantly more likely to be exclusively breastfeeding 2 to 4 weeks after discharge. Incorporating care practices that include a number of the "Ten Steps to Successful Breastfeeding," as recommended by the Baby-Friendly Hospital Initiative, may increase the duration of exclusive breastfeeding after discharge.     

Using game‐based learning to support struggling readers at home

Significant numbers of children (6% of 11‐year‐olds) have difficulties learning to read. Meanwhile, children who receive appropriate support from their parents do better in literacy than those who do not. This study uses a case study approach to investigate how digital games designed to support struggling readers in school were used at home, by the parents of six children to support their children’s literacy. Mostly, the children enjoyed playing the games and believe that it helped improve their reading. The parents all valued the opportunity to participate in their child’s learning and believe that the games’ approach to learning is effective. The study considers key influences on the successful use of games to support struggling readers (repetition, feedback, motivation, self‐efficacy, parental beliefs) and raises questions, further consideration of which might usefully inform the future development of effective game‐based learning.     

Using iPad tablets for self‐modeling with preschoolers: Videos versus photos

As technology becomes more accessible and acceptable in the preschool setting, teachers need effective strategies of incorporating it to address challenging behaviors. A nonconcurrent delayed multiple baseline design in combination with an alternating treatment design was utilized to investigate the effects of using iPad tablets to display video self‐modeling and activity photos for three preschoolers during circle time. During baseline, all three children demonstrated low levels of engagement and high levels of off‐task behavior compared to peers. The intervention phase consisted of alternating between showing the child the self‐video and photos prior to circle time. A child preference phase was conducted whereby each child self‐selected the video or photo prior to circle time. For all three children both videos and photos led to increased engagement and decreased off‐task behaviors. During the child preference phase, all three children selected the video most frequently. Social validity data demonstrated teacher and child preference for the video self‐modeling condition.     

A Bootstrap Generalization of Modified Parallel Analysis for IRT Dimensionality Assessment

This article introduces a bootstrap generalization to the Modified Parallel Analysis (MPA) method of test dimensionality assessment using factor analysis. This methodology, based on the use of Marginal Maximum Likelihood nonlinear factor analysis, provides for the calculation of a test statistic based on a parametric bootstrap using the MPA methodology for generation of synthetic datasets. Performance of the bootstrap test was compared with the likelihood ratio difference test and the DIMTEST procedure using a Monte Carlo simulation. The bootstrap test was found to exhibit much better control of the Type I error rate than the likelihood ratio difference test, and comparable power to DIMTEST under most conditions. A major conclusion to be taken from this research is that under many real-world conditions, the bootstrap MPA test presents a useful alternative for practitioners using Marginal Maximum Likelihood factor analysis to test for multidimensional testing data.