The evaluation of criminal justice programs: Assessment of evolving standards in context

The quality of criminal justice programs has been evaluated by methods which assume that quality standards are associated primarily with research excellence and are clearly defined. Because these standards are still emerging in our discipline, a more appropriate method of assessment is introduced, which takes into account the evolving standards of quality in criminal justice. With this method, programs can evaluate themselves continuously not only against minimum standards, but also against newly evolving standards as they are introduced. This design will allow criminal justice programs to determine whether their procedures promote the goal of students' learning by analyzing their functions in relation to evolving standards of quality.     

Variance Estimation Using Replication Methods in Structural Equation Modeling With Complex Sample Data

This article discusses replication sampling variance estimation techniques that are often applied in analyses using data from complex sampling designs: jackknife repeated replication, balanced repeated replication, and bootstrapping. These techniques are used with traditional analyses such as regression, but are currently not used with structural equation modeling (SEM) analyses. This article provides an extension of these methods to SEM analyses, including a proposed adjustment to the likelihood ratio test, and presents the results from a simulation study suggesting replication estimates are robust. Finally, a demonstration of the application of these methods using data from the Early Childhood Longitudinal Study is included. Secondary analysts can undertake these more robust methods of sampling variance estimation if they have access to certain SEM software packages and data management packages such as SAS, as shown in the article.     

Explaining Method Effects Associated With Negatively Worded Items in Trait and State Global and Domain-Specific Self-Esteem Scales

Several investigators have interpreted method effects associated with negatively worded items in a substantive way. This research extends those studies in different ways: (a) it establishes the presence of methods effects in further populations and particular scales, and (b) it examines the possible relations between a method factor associated with negatively worded items and several covariates. Two samples were assessed: 592 high school students from Valencia (Spain), and 285 batterers from the same city. The self-esteem scales used were Rosenberg's Self-Esteem Scale, the State Self-Esteem Scale, and Self-Esteem 17. Anxiety was also assessed with the State-Trait Anxiety Inventory, and gender and educational level were taken into account. The models were conducted using a multiple indicators and multiple causes (MIMIC) model framework. The evidence in this research pointed out that method effects were present across the different measures of self-esteem. Moreover, a significant and negative effect of anxiety on method effects was present across scales and samples, whereas no effects of age or educational level where found.     

The Role of Set for Variability in Irregular Word Reading: Word and Child Predictors in Typically Developing Readers and Students At-Risk for Reading Disabilities

ABSTRACT

In a quasiregular orthography like English, children inevitably encounter irregular words during reading. Previous research suggests successful reading of an irregular word depends at least partially on a child’s ability to address the mismatch between decoded form and stored word pronunciation, referred to as a child’s set for variability, and the word’s relative transparency, measured here using a spelling to pronunciation transparency rating. Item-level analyses were used to explore the relationship between general child performance on the set for variability mispronunciation task, word specific set for variability (predicting reading of that word), spelling to pronunciation transparency rating, and irregular word reading. Significant predictors included general word reading, general set for variability performance, and item-specific set for variability performance; word frequency and spelling to pronunciation transparency rating; and an interaction between word reading and the transparency rating. Results underscore the importance of considering both general and item-specific factors affecting irregular word reading.     

Examining Differences in Students’ Beliefs and Attitudes: An Important Element of Performance-Based Assessment Systems for Teacher Preparation Programs

The National Council for Accreditation of Teacher Education (NCATE) program review process increasingly emphasizes the importance of performance-based assessment of early childhood teacher preparation programs. As part of the effort to address performance-based assessment requirements, the teacher educator program described in this study examined students’ beliefs related to developmentally appropriate practice, attitudes toward children, and perceived competencies at different points in the program and upon graduation. One hundred eighteen students and 78 recent graduates participated. Results suggest that students’ beliefs are more consistent with developmentally appropriate practices and with a progressive or child-centered approach at later points in the program. In general, participants felt they were more competent in what they know about early childhood practices than in how they implement the practices. Students nearing completion of the program and those who had graduated reported that they knew more about early childhood practices than students enrolled in early courses in the program, and graduates felt they were more competent to implement early childhood practices than students not enrolled in the program. Results are discussed in terms of implications for examining teacher preparation programs.     

Teachers' Emotional Support Consistency Predicts Children's Achievement Gains and Social Skills

Research Findings: It is widely acknowledged that consistent, high-quality teacher–student interactions promote optimal developmental outcomes for children. Previous research on the quality of teacher–student interactions provides empirical support for this premise. Little research has been conducted on the consistency of teacher–student interactions. This study examines whether consistency in teachers' emotional support is related to better academic and social outcomes for children. Multiple observations were conducted in 694 prekindergarten classrooms. Mean levels of emotional support and consistency of emotional support were used as predictors in multilevel models. Results indicated that when mean levels of emotional support were controlled, within-day consistency of emotional support predicted several academic outcomes in prekindergarten as well as social competence in kindergarten. Practice or Policy: Results indicate that teachers' consistency of emotional support is a salient aspect of children's classroom environment. Findings suggest that consistency should be considered when evaluating teachers' emotionally supportive interactions.     

Children's Preliteracy Skills: Influence of Mothers' Education and Beliefs About Shared-Reading Interactions

Research Findings: This research investigated the associations among children's preliteracy skills, mothers' education, and mothers' beliefs about shared-reading interactions for 45 Appalachian families. These variables were studied for lower income, primarily European American, families residing in a geographically isolated, small, rural community in the Appalachian Mountains. Children's performance on standardized measures of preliteracy skills pertaining to print concepts and alphabet knowledge was substantially lower than normative references, but their performance on tasks assessing their understanding of environmental print was similar to normative references. The preliteracy skills of children with more educated mothers were significantly better than those of children with less educated mothers. More educated mothers had higher ratings on a measure of parental beliefs about shared reading than less educated mothers had; however, maternal reports of the frequency of home literacy practices were similar for both groups. Mediation analyses indicated that mothers' beliefs about shared-reading interactions served as a mediator for the association between maternal education and children's understanding of reading conventions. Practice or Policy: Future directions for research and implications for practice are discussed.     

Quality in Kindergarten Classrooms: Observational Evidence for the Need to Increase Children's Learning Opportunities in Early Education Classrooms

Research Findings: Using observational data gathered in 730 kindergarten classrooms in 6 states, the present study focuses on the quality of children's learning opportunities in kindergarten classrooms. Findings show that overall, children experience moderate to low levels of quality in the areas of classroom organization and instructional support in kindergarten. Results are also presented in comparison to children's experiences in the pre-kindergarten year. These comparisons indicate that kindergarten children spend a greater proportion of the school day in language arts, math, and whole-group instruction and less time in centers than they do in pre-kindergarten. An examination of predictors of kindergarten classroom quality indicated that program characteristics (i.e., adult–child ratio, length of school day) and teacher psychological variables (i.e., beliefs and depressive symptoms) were stronger predictors of classroom quality than were teacher experience and educational background. Practice or Policy: Findings are discussed in terms of implications for children's academic and social development in kindergarten as well as for kindergarten teacher preparation and development.     

Assistant Teachers in Prekindergarten Programs: What Roles Do Lead Teachers Feel Assistants Play in Classroom Management and Teaching?

Assistant teachers are a ubiquitous yet virtually overlooked part of the early education workforce. Assistant teacher education level and its relationship to various classroom characteristics and the roles lead teachers feel assistants play in classroom management and teaching were examined in a nationally representative sample of 3,191 state-funded prekindergarten classes. Research Findings: Most classrooms had at least 1 paid assistant teacher, and classrooms with multiple assistants were more likely to be in Head Start. Lead teachers in public schools were more likely to have a bachelor's degree or higher, to be paired with an assistant with a high school degree, and to report fewer release hours for planning (alone or shared with assistants) than teachers in Head Start. Hierarchical multiple regression indicated that assistant teachers were rated as most useful to teaching duties when the classroom was in a Head Start setting, when the discrepancy between the lead and assistant teachers’ education was smaller, and when there were more shared release hours for planning. Practice and Policy: Implications focus on future prekindergarten teacher workforce needs, the need for more shared planning time and guidance in its use, and the need for more attention to and support for the training and roles of assistant teachers.