Gender and Ethnicity Among Community College Students: The Relationship Between Adlerian Themes

This study explored the relationship between Adlerian themes, gender, and ethnicity. Results indicate significant differences between Hispanic and Caucasian (non-Hispanic) community college students in Belonging and Social Interest as measured by the BASIS-A. Differences between males and females in Going Along and Wanting Recognition are also explored. The findings are discussed in relation to college students, teaching, and classroom climates.     

Growth Mixture Models Outperform Simpler Clustering Algorithms When Detecting Longitudinal Heterogeneity,Even With Small Sample Sizes

The expansion in the number of people entering higher education has resulted in a substantial increase in the proportion of students enrolling in nontraditional modes, such as part-time study. This study examined the question of whether part-time study curtails the development of the types of intellectual capabilities needed for a knowledge-based economy, because the students would have markedly less exposure to a stimulating campus environment than their full-time counterparts. Graduates from discrete full- and part-time programs from 1 university in Hong Kong completed a survey seeking perceptions of the nurturing of a range of capabilities, together with measures of teacher-student relationships and type of teaching experienced. Two hypotheses were tested by structural equation modeling: (a) the same mechanism for capability development operated for full- and part-time modes and (b) the principal element of the mechanism was the nature of teaching and the quality of teacher-student interaction. Hypothesis 1 was supported because configural invariance between hypothesized models for capability development between the 2 modes was found. Hypothesis 2 was also supported because the models showed that the principal influence on capability development came from teaching for understanding, through promoting active learning experiences and the degree and quality of teacher-student interaction.     

Eighth IHPST Group International Conference,Leeds, July 15–18, 2005

Announcement

Eighth IHPST Group International Conference, Leeds, July 15–18, 2005     

Foreign Language Attainment of Children/Adolescents with Poor Literacy Skills: a Systematic Review and Meta-analysis

Educational Psychology Review - This systematic review investigated how successful children/adolescents with poor literacy skills learn a foreign language compared with their peers with typical...     

Evaluating item response theory linking and model fit for data from PISA 2000–2012

ABSTRACT

Based on concerns about the item response theory (IRT) linking approach used in the Programme for International Student Assessment (PISA) until 2012 as well as the desire to include new, more complex, interactive items with the introduction of computer-based assessments, alternative IRT linking methods were implemented in the 2015 PISA round. The new linking method represents a concurrent calibration using all available data, enabling us to find item parameters that maximize fit across all groups and allowing us to investigate measurement invariance across groups. Apart from the Rasch model that historically has been used in PISA operational analyses, we compared our method against more general IRT models that can incorporate item-by-country interactions. The results suggest that our proposed method holds promise not only to provide a strong linkage across countries and cycles but also to serve as a tool for investigating measurement invariance.     

Users as service innovators: The case of banking services

Many services can be self-provided. An individual user or a user firm can, for example, choose to do its own accounting - choose to self-provide that service - instead of hiring an accounting firm to provide it. Since users can ‘serve themselves’ in many cases, it is reasonable to suspect that they can also innovate with respect to the services they self-provide - possibly without the assistance of service providers.In this paper, we conduct the first quantitative exploration of the importance of services innovation by users, focusing on the field of commercial and retail banking services. We find that 55% of today's computerized commercial banking services were first developed and implemented by non-bank firms for their own use, and 44% of today's computerized retail banking services were first developed and implemented by individual service users rather than by commercial financial service providers. Manual precursors to these services - manual procedures that carried out functions similar to computerized services in our sample - were almost always developed by users as self-services.Our empirical findings differ significantly from prevalent producer-centered views of service development. We speculate that the patterns we have observed in banking with respect to the major role of users in service development will prove to be quite general. If so, this will be an important matter: on the order of 75% of GDP in advanced economies today is derived from services. We discuss the implications of our findings for research and practice in service development.     

The influence of test-based accountability policies on teacher stress and instructional practices: a moderated mediation model

The present study examined the use of student test performance for merit pay and teacher evaluation as predictive of both educator stress and counterproductive teaching practices, and the moderating role of perceived test value. Structural equation modelling of data from a sample of 7281 educators in a South-eastern state in the United States supported the hypothesis that educators who perceived the test as an invalid measure of teaching effectiveness were more likely to report high levels of test stress and to use counterproductive teaching practices, including fear appeals, in an attempt to motivate students for test-taking. This study provides initial evidence for the hypothesised relationships of test-based accountability policy with teacher mental health and instructional practices. Implications for research and practice are discussed.