Identification of Variables Associated With Group Separation in Descriptive Discriminant Analysis: Comparison of Methods for Interpreting Structure Coefficients

Discriminant Analysis (DA) is a tool commonly used for differentiating among 2 or more groups based on 2 or more predictor variables. DA works by finding 1 or more linear combinations of the predictors that yield maximal difference among the groups. One common goal of researchers using DA is to characterize the nature of group difference by interpreting the contributions of the individual predictors to this linear combination, often using structure coefficients (SC). The authors of this simulation study examine the utility of several methods for interpreting SCs. Results indicate that with samples greater than 100, a bootstrap confidence interval may be optimal, whereas with smaller samples, common rules of thumb may work best. Furthermore, nonnormal data and unequal covariance matrixes diminish the effectiveness of SCs as an interpretive tool.     

A Simulation Study Evaluating the Generalized Additive Model for Assessing Intervention Effects with Small Samples

Single subject (SS) designs are popular in educational and psychological research. There exist several statistical techniques designed to analyze such data and to address the question of whether an intervention has the desired impact. Recently, researchers have suggested that generalized additive models (GAMs) might be useful for modeling nonlinear effects that are common with SS designs. This study sought to extend the use of GAM from SS to a research design in which individuals may be placed in separate groups and receive different interventions. Results of the simulation study found that using a mixed model form of GAM (GAMM) resulted in higher power for detecting actual effects in the population than was true for either GAM or a Bayesian GAM estimator. Thus, GAMMs are recommended for use with SS designs when interventions are expected to induce nonlinear relationships between time and the outcome variable and individuals receive different treatments.     

‘People are suspicious of us’: a critical examination of father primary carers and English early childhood services

Positive father involvement and investment in the early years is of importance for children's later emotional, cognitive and social well‐being. This article critically examines the multiple motivations and barriers experienced by the growing number of father primary carers. The small‐scale research study presented suggests that for a ‘positive culture shift’ towards fathers in the UK to occur, early childhood services need to question the extent to which they are ‘father friendly’. Research suggests that policy initiatives such as a ‘Daddy month’ (found in Canada and most Nordic countries) may encourage much needed attitudinal shifts towards fathers by legitimising their caring activities. Other initiatives that encourage father primary carers in their role may include the recruitment of professional male early childhood workers.     

An Integrated Analysis of School Students’ Aspirations for STEM Careers: Which Student and School Factors Are Most Predictive?

Declining enrolments in science, technology, engineering and mathematics (STEM) disciplines and a lack of interest in STEM careers are concerning at a time when society is becoming more reliant on complex technologies. We examine student aspirations for STEM careers by drawing on surveys conducted annually from 2012 to 2015. School students in years 3 to 12 (n?=?6492) were asked to indicate their occupational choices. A logistic regression analysis showed that being in the older cohorts, possessing high cultural capital, being male, having a parent in a STEM occupation and high prior achievement in reading and numeracy, were significant. This analysis provides a strong empirical basis for school-based initiatives to improve STEM participation. In particular, strategies should target the following: the persistent lack of interest by females in some careers, improving student academic achievement in both literacy and numeracy and expanding knowledge of STEM careers, especially for students without familial STEM connections.     

Getting off to a good start? First-year undergraduate research experiences and student outcomes

Undergraduate research is widely perceived as a “high-impact practice” that promotes students’ learning, cognition, career planning, and educational attainment. With some exceptions, the existing evidence largely provides support for these beliefs. However, these studies typically examine research experiences that occur later in the undergraduate years, whereas engaging in undergraduate research during the first year is becoming increasingly common. First-year experiences may yield different outcomes than later experiences for a variety of reasons; in addition, previous studies often do not account sufficiently for self-selection into undergraduate research, which may be especially problematic for cross-sectional studies that occur in the junior or senior year. Therefore, this study examines the potential impact of first-year undergraduate research using propensity score analyses within a large, multi-institutional, longitudinal dataset. Research participation is significantly and positively related to first-year university satisfaction and fourth-year undergraduate GPA, but it is unrelated to satisfaction and grades in other years as well as graduate degree intentions, retention at the same institution, and 4-year graduation. Conditional analyses indicate that these effects are largely consistent across student demographics, pre-university achievement, and institutional selectivity.     

A critique of neo-progressive trends in Canadian education

The author analyses the principal elements of what he terms the neo-progressive idea. He suggests that the philosophy has precarious bases, and goes on to draw certain conclusions from neo-progressive thought that are susceptible to empirical investigation. In the second part of the paper, the author draws on research he has conducted in New Brunswick to determine the extent to which the hypotheses derived from neo-progressive theory are applicable to the schools surveyed. The author concludes that there is a need for greater refinement of neo-progressive thought and practice. Careful evaluation of neo-progressive educational methods should be applied before educators accept them as a panacea for universal application.

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Résumé L'auteur analyse les éléments principaux de ce qu'il désigne par l'idée néo-progressive. A son avis les fondements de la théorie sont incertains; il finit par tirer certaines conclusions de la pensée néo-progressive qui peuvent être mises à l'épreuve de l'investigation empirique. Dans la deuxième partie de son étude, l'auteur utilise les recherches qu'il a faites au Nouveau Brunswick afin de déterminer dans quelle mesure les hypothèses découlant de la théorie néo-progressive sont applicables aux écoles étudiées. L'auteur conclut qu'il faut raffiner davantage la pensée néo-progressive et son application. Il faudrait faire une évaluation approfondie de la valeur des méthodes d'enseignement néo-progressives avant que les enseignants ne les acceptent comme une panacée applicable universellement.

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Editor's Note: The next issue ofInterchange will contain comments on Dr. Holmes' article by Lloyd Dennis and David Nolle and replies by Dr. Holmes.     

Literature‐informed,one‐turn action research: three cases and a commentary

Although action research is a common feature of courses of initial teacher training, the evidence as to its efficacy, in encouraging reflection among trainees, is mixed. This article discusses cases of action research assignments carried out by three trainees into their own practice in relation to (a) behaviour management, (b) monitoring and assessing, and (c) pupil‐centred education. The assignments are analysed using Bloom et al's. (1964) typology of thinking skills, Handal & Lauvas's (1987) model of reflective practice, and typologies of action research by Noffke (1997) and Rearick and Feldman (1999). They are positioned as cases of ‘literature‐informed, one‐turn’ action research; a concept which is discussed in relation to other concepts of action research.