Standard Error of Measurement

The standard error of measurement (SEM) is the standard deviation of errors of measurement that are associated with test scores from a particular group of examinees. When used to calculate confidence bands around obtained test scores, it can be helpful in expressing the unreliability of individual test scores in an understandable way. Score bands can also be used to interpret intraindividual and interindividual score differences. Interpreters should be wary of over-interpretation when using approximations for correctly calculated score bands. It is recommended that SEMs at various score levels be used in calculating score bands rather than a single SEM value.     

DOES THE PROGRAMME MATTER? APPROACH AND MAJOR FINDINGS OF THE KASSEL GRADUATE SURVEY

This study attempts to establish the extent to which study programmes and study conditions within selected fields of study vary among institutions of higher education in the Federal Republic of Germany and the extent to which diversification has an impact on the careers and work assignments of graduates. All persons who graduated during the 1983‐1984 and 1984‐1985 academic years in mechanical engineering, economics/business, and social work from seven institutions of higher education were surveyed during their final year of study, again in a longitudinal study two years after graduation, and finally, four to five years after graduation. The authors come to the conclusion that the vertical diversification of higher education in the Federal Republic of Germany has had a less pronounced effect on the careers of graduates, over the last few years, than had been expected. No dominant elements of study programmes and study conditions could be identified which might explain study outcomes, careers, and job assignments.     

The Concept of Inclusive Education: Teacher Training and Acquisition of English Language in the Hearing Impaired

Three languages are widely used in schools in Kenya – English, Kiswahili and Kenya Sign Language. Many pupils with hearing impairments are taught separately from the mainstream, in specialist settings. The fact that most of the formal teaching, assessment and examination processes in Kenyan schools rely upon spoken and written English compounds the separation of these pupils from the mainstream of education and, potentially, from the mainstream of society. In this article, Gertrude Wamae, graduate assistant in the Department of English and Linguistics at Kenyatta University, and Rachael Kang'ethe-Kamau, lecturer in the Department of Special Education at Kenyatta University, discuss the relationships between language, hearing impairment and inclusion in the Kenyan context. The article suggests that the use of signed exact English would enhance opportunities for inclusion for those with hearing impairments and that programmes of teacher training need to take account of persuasive research in this area. The article closes with a plea for further research, carried out collaboratively by educationalists, linguists, teacher trainers and practitioners, to develop policies and practices suited to more inclusive futures. The article is based on a paper presented to the International Conference on Inclusive Education run by Maseno University in September 2002.     

ADONIS—latest developments and its role in the changing publisher/library relationship

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The role of sports as a social status determinant for children.

This study was designed to examine children's attitudes toward the role of sports in determining social status, as well as the activities in which children prefer to participate. A total of 227 boys and 251 girls in Grades 4, 5, and 6 completed a questionnaire to determine which criteria were most important in determining personal, female, and male popularity. Personal popularity was answered by the girls and boys according to "what would make you well liked by your classmates." Female and male popularity was determined by asking both girls and boys to decide "what would make (girls, for female subjects, and boys, for male subjects) well liked by your classmates." A comparison of results from the Buchanan, Blankenbaker, and Cotten (1976) investigation and the present study indicated that, in the last 15 years, appearance has become more important and academic achievement less important in determining personal popularity for girls. For boys, the comparison revealed that sports have become more important and academic achievement less important in determining personal popularity. Boys reported sports to be the most important determinant of personal and male popularity and appearance as the most important determinant of female popularity. Sports and appearance became more important for boys with each higher grade level. Girls reported appearance to be the most important determinant of personal, male, and female popularity. For girls, appearance became more important with each higher grade level. A comparison of results from the Buchanan et al. (1976) and the present study indicated that the activities in which girls and boys preferred to participate have changed.(ABSTRACT TRUNCATED AT 250 WORDS)