Detecting potential hucksterism in meta-analysis using a follow-up fail-safe test

Meta-analysis is an analysis of analyses. It is a technique widely used by researchers and practitioners to aggregate and summarize statistically reported empirical educational research. In 10 years, meta-analysis appeared more than 600 times in research journals and dissertation abstracts. Although most meta-analyses were reported as significant, few of the findings determined how many unpublished “no-effect” studies, if sampled, would have invalidated significance. If significant meta-analysis results are over represented through selective sampling, hucksterism in the form of sampling bias exists. An explanation for using a follow-up test called the fail-safe N is provided with tables constructed to assist researchers and practitioners to estimate, without calculation, the relative stability of meta-analysis results. The implication is that failsafe N should routinely be used and reported in meta-analysis research.     

Locus of control and reading attitude

The relationships between three measures of locus of control and eight dimensions of reading attitude were investigated for a sample of 431 inner-city children. The sample included the intermediate grade children enrolled in the 20 regular classrooms of the three elementary schools from the Columbus, Ohio, Public Schools. Correlation coefficients were computed between locus of control scores and the eight dimensions of reading attitude. Reading Anxiety showed a significant relationship with the I- score. This finding suggests that inner-city children who are willing to accept personal responsibility for negative events in their lives also tend to experience more anxiety about their reading. The other seven dimensions of reading attitude were not significantly related to internality scores.     

Conflict style and cultural understanding among teachers in the western United States: Exploring relationships

Competent teachers are competent communicators who are able to build and sustain interpersonal relationships across culture and across conflict. The following study was designed to validate and extend prior research [Mahon, J. A. (2003). Intercultural sensitivity development of practicing teachers. Dissertation Abstracts International, 64(7), 2353A (UMI No. 3097199); Mahon, J. A. (2006). Under the invisibility cloak? Teacher understanding of cultural difference. Intercultural Education, 17(4), 391–407] that showed a majority of teachers had ethnocentric levels of intercultural sensitivity (ICS) as measured by the Intercultural Development Inventory (IDI) [Intercultural Communication Institute (ICI). (1999a). The intercultural development inventory. Portland, Oregon: Intercultural Communication Institute]. Qualitative data also suggested teachers with less sophisticated understandings of culture avoided intercultural conflict situations. The following research drew upon a sample of 88 teachers in the United States to examine possible relationships between ICS as measured by the IDI, and conflict style as measured by the Thomas–Kilmann Conflict Inventory (TKI) [Consulting Psychologies Press (CPP). (2002). Thomas–Kilmann Conflict Inventory. Palo Alto, CA: Consulting Psychologies Press]. Results indicated the majority of teachers have ethnocentric understandings of culture, and preferred the Compromising conflict style, followed very closely by Avoiding and Accommodating. Further analyses revealed that degree of cooperativeness predicted levels of the dependent variable of ICS. Certain demographic variables shown to be important in prior ICS research were found to predict levels of the dependent variables.     

Lack of Relationship Between Functional and Perceived Quality of Life Outcomes Following Pulmonary Rehabilitation

Individuals with chronic obstructive pulmonary disease (COPD) have been shown to benefit from participation in pulmonary rehabilitation (PR) programs that include exercise training and education. Purpose: To examine the relationship between improvements in 6 minute walk distance and perceived quality of life in individuals with COPD following completion of a PR program. Methods: The records of 139 individuals completing a PR program (3 times a week for 8 weeks) were retrospectively examined. Prior to entry and upon completion of the program each individual completed a 6 minute walk test (6MWT), the SF-36 Health survey, and the UCSD Shortness of Breath Questionnaire (SOB). SF-36 results were analyzed according to 8 subscales [Physical Functioning (PF), Role Physical (RF), Bodily Pain (BP), General Health (GH), Vitality (V), Social Functioning (SF), Role Emotional (RE), and Mental Health (MH)]. Results: PR resulted in significant improvements in 6MWTdistance (Pre = 845 ± 37 ft, Post = 1127 ± 32 ft, p < 0.001), PF (p < 0.001), RF (p = 0.001), Vitality (p = 0.002), SF (p < 0.001), RE (p = 0.037), MH (p < 0.001) and SOB (Pre = 53 ± 2, Post = 47 ± 2, p < 0.001). The change in 6MWT distance was not related to changes in PF (r = 0.17), RF (r = 0.03), GH (r = 0.03), Vitality (r = −0.001), SF (r = 0.01), RE (r = 0.06), MH (r = −0.04) or SOB (r = 0.12). The magnitude of improvement in 6MWT distance (68%) was much greater than that observed in PF (15%), RF (16%), GH (6%), VT (18%), SF (20%), RE (14%), MH (14%), or SOB (8%). Conclusions: PR has a positive impact on 6 minute walk distance and perceived quality of life in individuals with COPD; however, changes in 6 minute walk distance appear to have no relationship to changes in perceived quality of life.     

Heart rates of high school physical education students during team sports, individual sports, and fitness activities

This study examined how activity type influenced heart rates and time spent in target heart rate zones of high school students participating in physical education classes. Significantly higher average heart rates existed for fitness (142 +/- 24 beats per minute [bpm]) compared to team (118 +/- 24 bpm) or individual (114 +/- 18) activities. Similar results occurred for the percentage of activity time spent within a target heart rate zone (fitness 81.7 +/- 15.9%, individual 68.4 +/- 30.5%, and team 60.6 +/- 30.5%). Boys attained higher heart rates during team activities, while female students had higher rates during individual activities indicating male and female adolescents respond differently to activity types. The highest mean heart rates were observed during fitness activities.     

From Spirit-Murdering to Spirit-Healing: Addressing Anti-Black Aggressions and the Inhumane Discipline of Black Children

School is a hyperviolent space for Black students and in particular for Black girls. Black girls continue to be adultified, criminalized, and spirit-murdered by educators who enact racially discriminatory school disciplinary policies. Using literature from racial microaggressions and antiblackness, we introduce a model that we refer to as “antiblack aggressions” to examine the disciplinary experiences of two Black girls who were at the center of a violent assault by a White male School Resource Officer at Spring Valley High School. We provide an analysis of South Carolina's Disturbing Schools Law, and we discuss how an antiblack aggressions model can challenge traditional notions of peace, law, and justice for Black girls in school.