The reliability of test scores for the pervasive developmental disorders rating scale

The Pervasive Developmental Disorders Rating Scale (PDDRS; Eaves, 1993) is a screening instrument used in the assessment of autistic disorder. In this study, the reliability of test scores for the PDDRS was examined with three samples. The first sample consisted of 456 participants ranging in age from 1 to 12 years old and the second sample consisted of 111 participants in the 13 to 24 year‐old range. Additionally, the test‐retest reliability of scores for the PDDRS was examined with a sample of 40 participants. The results indicated that coefficient alpha for the PDDRS Total Score was adequate for screening purposes (r = .89) for both age groups. The results of the test‐retest study also suggested that PDDRS had adequate test‐retest reliability (r = .92) for the PDDRS Total Score. © 2002 Wiley Periodicals, Inc. Psychol Schs 39: 605–611, 2002.     

Real-Time Data Display, Spatial Visualization Ability, and Learning Force and Motion Concepts

In this study, we examined how students' levels of spatial visualization ability interact with learning physics in a microcomputer-based laboratory (MBL) environment. Undergraduate students who had taken an introductory physics course based on MBL tools were pre- and posttested at the beginning and at the end of the semester on spatial visualization ability and their conceptual understanding of mechanics. The results showed that while spatial visualization is a reliable predictor for students' performance on physics conceptual evaluation tests before MBL instruction, the relation is not significant after the instruction. Furthermore, as a result of MBL instruction, students' levels of spatial visualization increased significantly. In addition, a group of science teachers presented with different types of MBL activities also showed a significant increase in spatial visualization ability.     

Perspectives on complexity: An essay on curricular reform

Curricular reform is a complex endeavor having many facets including (a) the development of teaching materials, (b) the identification of appropriate instructional approaches, (c) the implementation of processes by which these new materials and approaches will be introduced into practice and sustained, and (d) the appropriate attention to the social context in which it all occurs. Its full understanding requires that it be viewed from a multiplicity of perspectives including various psychological, socio-cultural, subject matter, philosophical, and economic perspectives. In this essay, the many facets of curricular reform are explored in terms of what scholarship from these many perspectives has to offer. Examples of research results are cited and promising research opportunities are identified.     

Teacher education reform: Issues of equity and accountability

Recent policy changes in teacher education have had a significant impact on equality of educational opportunity for the teaching profession. Improving standards of excellence in the school system while at the same time insuring equality of opportunity has become a major concern. The policy maker interested in promoting equality of opportunity will have to balance the need for teacher quality with the notion of equity. This paper examines some of the policy changes in teacher education and focuses on how they impact the recruitment and retention of minority students.     

Examining contextual differences in the development of instructional leadership and school achievement

This study examined the generalizability of a principal instructional leadership model and its impact on school academic achievement across different school levels. The study tested the model across elementary and secondary school levels. The study also examined whether elementary school principals exert stronger instructional leadership influence over their school's academic achievement than high school principals. The results confirmed the fit of the same instructional leadership model to principals from both school levels. The results are discussed in terms of their theoretical and practical implications.     

Patents, venture capital, and software start-ups

This paper analyzes the relation between the patenting behavior of startup firms and the progress of those firms through the venture capital cycle. Linking data relating to venture capital financing of software startup firms with data concerning the patents obtained by those firms, we find significant and robust positive correlations between patenting and several variables measuring the firm's performance (including number of rounds, total investment, exit status, receipt of late stage financing, and longevity). The data also show that (1) only about one in four venture-backed software firms acquired even one patent during the period of the study; (2) patenting practices very considerably among the sub-sectors of the software industry; and (3) the relationship between patent metrics and firm performance depends less on the size of the patent portfolio than on the firm's receipt of at least one patent.     

Deaf college students' mathematical skills relative to morphological knowledge, reading level, and language proficiency

This study of deaf college students examined specific relationships between their mathematics performance and their assessed skills in reading, language, and English morphology. Simple regression analyses showed that deaf college students' language proficiency scores, reading grade level, and morphological knowledge regarding word segmentation and meaning were all significantly correlated with both the ACT Mathematics Subtest and National Technical Institute for the Deaf (NTID) Mathematics Placement Test scores. Multiple regression analyses identified the best combination from among these potential independent predictors of students' performance on both the ACT and NTID mathematics tests. Additionally, the participating deaf students' grades in their college mathematics courses were significantly and positively associated with their reading grade level and their knowledge of morphological components of words.     

Does creativity have a place in classroom discussions? Prospective teachers’ response preferences

The purpose of this study was to examine prospective middle and secondary teachers’ preferences for unique versus relevant student responses during classroom discussions. Results indicate that, on average, prospective teachers (N = 70) preferred relevance to uniqueness in student responses. In addition, results of regression analysis indicate that prospective teachers’ preference for unique responses varied as a function of grade level and academic subject area. Finally, analysis of written explanations revealed nuanced reasons for prospective teachers’ preferences ranging from viewing unique responses as potentially distracting to viewing any response as acceptable because of a desire to encourage student participation. Implications for future research and teacher education are discussed.