Unconstrained Structural Equation Models of Latent Interactions: Contrasting Residual- and Mean-Centered Approaches

Little, Bovaird and Widaman (2006) proposed an unconstrained approach with residual centering for estimating latent interaction effects as an alternative to the mean-centered approach proposed by Marsh, Wen, and Hau (2004, 2006). Little et al. also differed from Marsh et al. in the number of indicators used to infer the latent interaction factor and how they were represented, but this issue is separate from the mean versus residual centering distinction that was their primary focus. However, their implementation of the Marsh et al. mean-centered approach failed to incorporate the mean structure that Marsh et al. argued was necessary to obtain unbiased estimates. One might suppose that their new approach would suffer this same problem, an issue not addressed by Little et al. However, we demonstrate here why the Little et al. approach obviates this requirement that heretofore was thought to be necessary for all constrained, partially constrained, and unconstrained approaches. Both the Marsh et al. and Little et al. unconstrained approaches typically result in similar results and are much easier to implement than traditional constrained approaches. They differ primarily in that the Little et al. approach is a 2-step approach involving a potentially large number of separate analyses prior to estimating the structural equation model that apparently does not require the estimation of a mean structure, whereas the Marsh et al. approach is a 1-step approach that includes a mean structure.     

'You'd Be Wanting to Know about the Past': Social contexts of children's historical understanding in Northern Ireland and the USA

This research reports the results of two studies of young children's historical thinking, one conducted in Northern Ireland and one in the USA. In both countries, primary/elementary students learn about history in a variety of settings, including not only schools but also family conversations, historic sites and the media. The differing nature of historical representations in the two countries, however, leads students to contrasting conclusions about the purpose of learning about the past: in the USA, students emphasise that history is important so that they will know about the origin of their country and their own place within it, while in Northern Ireland students describe the purpose of history as being to learn about those who are different from themselves. In both countries, such comparative evidence about children's thinking provides educators with the opportunity to consider how they can build on and extend students' understanding of history.     

The changing pattern of higher education in England and Wales — The end of an era?

During the past twenty years great changes have taken place in British higher education. During the 1980s these changes have been even more noticeable, so that by the middle of the 1990s the pattern and the ethos of British higher education will be very different from that prevailing in the 1970s. Not only have there been structural changes but there have also been concerns about autonomy and freedom, accountability and appraisal in the face of government demands for improved management efficiency, restrictions on tenure and alternative forms of finance. This paper analyses these changes in universities, polytechnics and teacher education colleges and traces the growing intervention on the part of government. It also seeks to draw out implications for other education systems facing the same pressures. A glossary of abbreviations and acronyms appears on p. 301.

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Zusammenfassung Während der vergangenen zwanzig Jahre gab es in der britischen Hochschulbildung große Veränderungen. Im Laufe der 80er Jahre sind diese Veränderungen besonders deutlich geworden, und bis zur Mitte der 90er Jahre werden sich die Struktur und das Ethos der britischen Hochschulbildung von den in den 70er Jahren vorherrschenden stark unterscheiden. Es hat nicht nur strukturelle Veränderungen gegeben, sondern auch besorgte Überlegungen zu Fragen der Autonomie und Freiheit, Verantwortlichkeit und Beurteilung angesichts der Forderungen seitens der Regierung nach verbesserter Wirtschaftlichkeit der Verwaltung, Begrenzung der Amtszeiten und alternativen Finanzierungsformen. Im vorliegenden Artikel werden diese Veränderungen an Universitäten, Technischen Hochschulen und Pädagogischen Hochschulen analysiert, und es wird den zunehmenden Eingriffen durch die Regierung nachgegangen. Darüberhinaus wird versucht, Auswirkungen auf andere Bildungssysteme aufzuzeigen, die mit denselben Zwängen konfrontiert sind. Ein Glossar der Abkürzungen und Akronyme erscheint auf S. 301.

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Résumé Au cours des vingt dernières années, de grands changements sont intervenus dans l'enseignement supérieur en Grande Bretagne. Ces changements sont devenus encore plus sensibles durant les années 1980, si bien que, vers le milieu des années 1990, la structure et l'éthos de l'enseignement supérieur britannique seront très différents de ceux qui prévalaient dans les années 1970. Non seulement il y a eu des changements structuraux, mais on s'est également préoccupé d'autonomie et de liberté, de responsabilité et d'appréciation en dépit des exigences gouvernementales à l'égard d'une gestion plus efficace, d'une réduction de la période d'exercice des fonctions, et de nouvelles formes de financement. Le présent article analyse ces changements dans les universités, les collèges polytechniques et les écoles normales et décrit le rôle grandissant de l'Etat. Il s'efforce également d'en dégager les leçons pour d'autres systèmes éducatifs qui font face aux même pressions. Un glossaire d'abbréviations et d'acronymes apparaît à la page 301.

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Abbreviations and Acronyms CATE Council for the Accreditation of Teacher Education - CHEs Colleges of Higher Education - CNAA Council for National Academic Awards - CVCP Committee of Vice-Chancellors and Principals - DES Department of Education and Science (equivalent to a Ministry of Education) - HMI Her Majesty's Inspectorate - HMSO Her Majesty's Stationery Office - INSET Inservice Education for Teachers - LEA Local Education Authority - NAB National Advisory Board for Public Sector Higher Education - PCFC Polytechnics and Colleges Funding Council - PDEs Polytechnic Departments of Education - PGCE Postgraduate Certificate in Education - PICKUP Professional, Industrial and Commercial Updating Programme - PSHE Public Sector Higher Education (i.e., all higher education not under university control) - UCET Universities Council for the Education of Teachers - UDEs University Departments of Education - UFC Universities Funding Council - UGC University Grants Committee - WAB Welsh Advisory Board for Public Sector Higher Education - binary divide the separation between universities and polytechnics, etc. - White Paper a government document setting out official proposals prior to introducing legislation in parliament     

THE CRIB CARD EXAMINATION SYSTEM

The crib card examination system has features in common with conventional, open‐book and take home examinations, and appears to combine many of the advantageous features of each of these systems. This paper presents the findings of preliminary studies of some of the characteristics of crib card examinations. The examination results obtained with card use were similar to those in conventional examinations; students’ anxiety about examinations was reduced; and time was not wasted during the examination. However, the claim that card use may enhance learning was not substantiated; in fact the cards may encourage surface rather than deep approaches to learning.