An NCME Instructional Module on Latent DIF Analysis Using Mixture Item Response Models

The purpose of this ITEMS module is to provide an introduction to differential item functioning (DIF) analysis using mixture item response models. The mixture item response models for DIF analysis involve comparing item profiles across latent groups, instead of manifest groups. First, an overview of DIF analysis based on latent groups, called latent DIF analysis, is provided and its applications in the literature are surveyed. Then, the methodological issues pertaining to latent DIF analysis are described, including mixture item response models, parameter estimation, and latent DIF detection methods. Finally, recommended steps for latent DIF analysis are illustrated using empirical data.     

Examining the development of action learning practice in South Korea

This year marks the 25th anniversary since action learning (AL) was first introduced in 1993 in South Korea. Although AL has greatly contributed to meeting organizational needs so that it would result in its strong presence as an organizational learning tool, there is no single review study on the development of AL practice in Korea. The purpose of this study, therefore, was to examine the development of AL practice in Korea to understand its current state and envision the future. To that end, two research questions guided our inquiry: What are the distinctive features of the development of AL practice in Korea? What is unique about the development of AL practice in Korea? To answer the two research questions, we conducted semi-structured interviews with 13 AL practitioners who have experienced AL practice for many years, analyzed 13 annual AL conference proceedings published since 2005, and reviewed Korean publications on AL published since 2000. Based on the triangulated data analysis, we discuss the uniqueness of the development of AL practice in Korea and implications for research and practice.     

Utilizing online learning data to design face-to-face activities in a flipped classroom: a case study of heterogeneous group formation

This study investigates the possibility of utilizing online learning data to design face-to-face activities in a flipped classroom. We focus on heterogeneous group formation for effective collaborative learning. Fifty-three undergraduate students (18 males, 35 females) participated in this study, and 8 students (3 males, 5 females) among them joined post-study interviews. For this study, a total of 6 student characteristics were used: three demographic characteristics obtained from a simple survey and three academic characteristics captured from online learning data. We define three demographic group heterogeneity variables and three academic group heterogeneity variables, where each variable is calculated using the corresponding student characteristic. In this way, each heterogeneity variables represents a degree of diversity within the group. Then, a two-stage hierarchical regression analysis was conducted to identify the significant group heterogeneity variables that influence face-to-face group achievement. The results show that the academic group heterogeneity variables, which were derived from the online learning data, accounted for a significant proportion of the variance in the group achievement when the demographic group heterogeneity variables were controlled. The interviews also reveal that the academic group heterogeneity indeed affected group interaction and learning outcome. These findings highlight that online learning data can be utilized to obtain relevant information for effective face-to-face activity design in a flipped classroom. Based on the results, we discuss the advantages of this data utilization approach and other implications for face-to-face activity design.

     

Affecting the flow of a proof by creating presence—a case study in Number Theory

The notion of flow of a proof encapsulates mathematical, didactical, and contextual aspects of proof presentation. A proof may have different flows, depending on the lecturer’s choices regarding its presentation. Adopting Perelman’s New Rhetoric (PNR) as a theoretical framework, we designed methods to assess aspects of the flow of a proof. We present a case study from a Number Theory class at the beginning undergraduate level, focusing on an intervention concerning one lesson given in two consecutive years. The intervention consisted of a discussion with the lecturer about findings from Year-1 and potential changes in the flow of the proof before the Year-2 lesson. We analyze two aspects of the flow of the proof: the scope and organization of the argumentation and the presence (in the PNR sense) of different elements. Our analysis revealed that the intervention caused global and local changes in the flow and that PNR enables us to capture these changes.     

An investigation into learners’ ideal L2 self and its motivational capacity

Reading and Writing - Although ideal L2 self has been considered an importance source of L2 motivation, little empirical research has examined its specific properties and their motivational...     

Applying Video Hero Modelling and Praising to Transition-related Behaviours ‘Needing Development’ Exhibited by Students with Down Syndrome: A Preliminary Investigation

The present study examined the effectiveness of video hero modelling and praising (VHMP), which has been proved as effective in behaviour change for students with autism spectrum disorders (ASD), in improving the transition-related behaviours of two elementary-aged students with Down Syndrome (DS). Each participant watched a video in which she exhibited appropriate transition-related behaviours side by side with her hero in the setting where the target behaviours were expected to occur. In addition, the hero praised the student for exhibiting the target behaviours in the video. A multiple-baseline-across-settings design was utilised for one student and an AB design for the other to determine if VHMP contributed to their behaviour change. Results showed that their transition-related behaviours dramatically improved immediately after VHMP was introduced. These findings imply that VHMP can be applied to behaviour change not only for students with ASD but also for those with DS.     

Perceived competence and autonomy as moderators of the effects of achievement goal orientations

The primary purpose of this study was to investigate the roles of two moderators – perceived competence and perceived autonomy – in the relationships of achievement goal orientations with a broad range of learning‐related variables, including interest, effort, learning strategy use and academic achievement. Perceived competence and autonomy played roles as moderators by strengthening the positive effects of a mastery goal pursuit on outcome measures of adaptive use of learning strategies and effort, respectively. However, no moderating role of either perceived competence or perceived autonomy was found for the effect of a performance‐approach and performance‐avoidance goal pursuit. In addition, perceived competence played a significant role in determining the level of academic achievement in the context of multiple‐goal pursuit. For students with high perceived competence, the adoption of high performance‐approach goals resulted in a higher level of achievement regardless of the levels of mastery goals. In contrast, students with low perceived competence showed the highest achievement when high performance‐approach goals are paired with low mastery goals.     

Factors Influencing Preservice Teachers’ Self-Efficacy in Addressing Cultural and Linguistic Needs of Diverse Learners

Abstract

How preservice teachers perceive their readiness to work with diverse learners can indicate their future success in the classroom. Using self-efficacy theory as a conceptual base, this study examined what factors contribute to preservice teachers’ self-efficacy level in addressing English Learners’ (ELs) cultural and linguistic needs, while adopting a multi-method design. Data sources included a self-efficacy survey of a group of preservice teachers, written rationales for their self-efficacy ratings, and suggestions for improving their self-efficacy. Data analyses revealed that the preservice teachers lacked self-efficacy in communicating with ELs while showing high self-efficacy in employing different learning modalities. In addition, direct exposure through field and/or life experiences and curriculum emphasis were identified as key factors. Findings further illuminate the preservice teachers’ incongruent understandings of mainstream school culture versus ELs’ cultures, the role of culture in academic versus social and emotional domains, and lack of interconnectedness between academic excellence and cultural competency.     

A meta‐analysis of Tier 2 interventions implemented within School‐Wide Positive Behavioral Interventions and Supports

This meta‐analysis synthesized 26 published single‐case design (SCD) studies on Tier 2 behavior interventions implemented within the educational framework of school‐wide positive behavioral interventions and supports. We used Tau‐U indices to determine the overall magnitudes of effect of the Tier 2 behavior interventions and the potential variables that moderate improved student behavioral outcomes. The 26 studies that were analyzed included a total of 243 student participants. The studies were evaluated to determine whether and to what extent they met What Works Clearinghouse (WWC) SCD standards. Of these, 10 studies were confirmed as meeting WWC SCD standards with or without reservations. Notable findings were that outcomes for students in kindergarten and secondary grade levels were limited, and insufficient screening methods were used to identify and select students needing Tier 2 interventions. The results indicate that the literature reports Tier 2 interventions with effect sizes ranging from 0.26 to 0.98. Average effect size for social skills instruction was found to be large, whereas Check‐in/Check‐out, group contingency, and intervention packages had medium effect sizes. Moderator analyses indicated different effect sizes across intervention types, outcomes, and implementers. The results are discussed in relation to implications for practice, limitations, and future research.