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.     

Modeling Nonlinear Structural Equation Models: A Comparison of the Two-Stage Generalized Additive Models and the Finite Mixture Structural Equation Model

Researchers have devoted some time and effort to developing methods for fitting nonlinear relationships among latent variables. In particular, most of these have focused on correctly modeling interactions between 2 exogenous latent variables, and quadratic relationships between exogenous and endogenous variables. All of these approaches require prespecification of the nonlinearity by the researcher, and are limited to fairly simple nonlinear relationships. Other work has been done using mixture structural equation models (SEMM) in an attempt to fit more complex nonlinear relationships. This study expands on this earlier work by introducing the 2-stage generalized additive model (2SGAM) approach for fitting regression splines in the context of structural equation models. The model is first described and then investigated through the use of simulated data, in which it was compared with the SEMM approach. Results demonstrate that the 2SGAM is an effective tool for fitting a variety of nonlinear relationships between latent variables, and can be easily and accurately extended to models including multiple latent variables. Implications of these results are discussed.     

How newly qualified primary teachers develop: A case study in rural Eritrea

This paper reports on the professional development of a small group of newly qualified teachers (NQTs) who began their careers in four rural schools in Eritrea. These teachers were monitored over a period of four years from 2001 to 2004. Their development as primary practitioners was recorded by videoing and observing their classes and by interviews and informal discussions held over the period. The ways in which they developed and the factors involved in this development are analysed and discussed.It is hoped that this research offers an insight into the challenges faced by newly qualified teachers in small rural communities, often very much dependant on their own resources and those of the local community. This indicates ways in which the current programme and on-going in-service provision may be targeted in future. An important point is made that in spite of the unusual circumstances of education in Eritrea this research provides insights that are relevant to other sociocultural contexts.     

Working Memory and Children’s Mathematical Skills: Implications for mathematical development and mathematics curricula

This study examined the contributions of the different components of the working memory (WM) model to a range of mathematical skills in children, using measures of WM function that did not involve numerical stimuli. A sample of 148 children (78 Year 3, mean age 8 years and 1 month, and 70 Year 5 pupils, mean age 9 years and 10 months) completed WM measures and age‐appropriate mathematics tests designed to assess four mathematical skills defined by the National Curriculum for England. Visuo‐spatial sketchpad and central executive, but not phonological loop, scores predicted unique variance in children’s curriculum‐based mathematical attainment but the relative contributions of each component did not vary much across the different skills. Subsequently, the mathematics data were re‐analysed using cluster analysis and new performance‐related mathematics factors were derived. All three components of WM predicted unique variance in these performance‐related skills, but revealed a markedly distinct pattern of associations across the two age groups. In particular, the data indicated a stronger role for the visuo‐spatial sketchpad in the younger children’s mathematics performance. We discuss our findings in terms of the importance of WM in the development of early mathematical ability.     

Who says we are not attracting the best and brightest? Teacher selection and the aspirations of Australian school students

Internationally, the quality of teachers is a growing focus of educational reform, with new policies attempting to ensure that only the ‘best and brightest’ are selected for the teaching profession. This article tests the assumption underpinning these developments that prospective teachers lack the desired academic and personal qualities. Drawing on data on the career aspirations of 6492 Australian school students in Years 3–12, we investigated who, among these students, expressed interest in teaching and their reasons for doing so. Using logistic regression, we found that interest in teaching was widespread and prior academic achievement was not a significant predictor. Thematic analysis of reasons expressed for interest in teaching indicated that working with children and/or in specific subject areas, altruism, and perceptions of personal suitability for the job dominated student responses. These data provide a counter-narrative to the primacy, in policies for teacher recruitment and selection, of needing to attract ‘better’ students. We argue that policies for improving teacher quality should also capitalise on the widespread interest in teaching among school students. Without such a discursive broadening, we caution that current attempts to attract the ‘best and brightest’ risk undermining the very goals espoused.     

TOTAL QUALITY MANAGEMENT IN THE NEW UNIVERSITIES: HOW TO APPROACH HUMAN RESOURCE MANAGEMENT

The view taken in this article is that Total Quality Management (TQM) in the new universities (the former Polytechnics) and the development of a so‐called managerialist ideology has led to the inevitable adoption of an approach to Human Resource Management (HRM) policy and practice that is functionalist. The criteria favoured by managerialism represented by TQM is not only inappropriate in higher education, but more importantly, it limits the productive activity of individuals. This limitation occurs to the extent that at the level of the individual academic in higher education organizations, quality control and assurance, that has traditionally been a localized process of self‐ and close‐peer review, has become formalized by externally imposed systems and procedures ‐ a necessary condition under the current funding arrangements for enabling internal quality assurance systems to meet the requirements of external agencies. However, the authors suggest that only a truly professionalizing, soft, individualistic, and user‐focussed collegial culture will provide a sufficient condition for total quality enhancement to become a reality.