Reexamining the factor structure of the test of gross motor development – second edition: Application of exploratory structural equation modeling

The Test of Gross Motor Development – Second Edition (TGMD-2) is a widely used evaluation tool of children’s fundamental motor skills (FMS). This study illustrates how exploratory structural equation modeling (ESEM) addresses current limitations associated with TGMD-2 factor structure. Using the normative dataset from the TGMD-2 manual, we test alternative measurement models using ESEM and confirmatory factor analysis (CFA) and assess measurement invariance between boys and girls and across age. Findings highlight complexity and poor discriminant validity in the two-factor solution that is accentuated when relying on CFA independent clusters assumption. Results also demonstrate differential item functioning (DIF) across age for three of the 12 TGMD-2 indicators. Taken together, this study provides valuable information on the need to reevaluate the TGMD-2 factor structure and can guide revisions for the third edition of the TGMD.     

Continuity and change in the highest-ranked Ph.D.-granting departments of English, 1925–1982

Since 1925, six reputational rankings of Ph.D.-granting English departments have been published. Though almost two-thirds of such departments are located at public institutions, most of the highest-ranked departments throughout these years have been at private universities. In addition, of those highly ranked English departments in the most recent (1982) ranking that ranked higher than their universities, overall, most are private; of those highly ranked English departments that ranked lower than their universities, overall, all are public. There has been great stability since 1925 in the highest-ranked English departments, with few departments entering or leaving this group.     

Reading retardation or linguistic deficit? II: test-answering strategies in hearing and hearing-impaired school children

The reading test performances of 60 hearing and 60 hearing-impaired children of similar measured reading ages on the Southgate reading test were analysed. As in an earlier study using the Brimer Wide-span test it was shown that the performances of the two groups were quite different. Deaf children tackled significantly more test items than the hearing and made significantly more errors in achieving similar reading scores. A detailed examination of both correct and incorrect answers showed that the deaf children were not simply providing answers to questions at random. Even where they produced incorrect responses they tended, as a group, to select the same answer. Unlike the hearing group, who did not converge on the same incorrect solution to difficult test items, the deaf were systematic in their choices, indicating that they were using a consistent strategy. A post hoc examination of individual test items indicated that the deaf children were selecting answers on the basis of word associations in each test item. On some items these produced a correct response, on others the same (incorrect) response. The implications of these findings are discussed to argue that reading tests based on hearing norms are of little value in the assessment of reading abilities and reading problems in hearing-impaired children.     

Perception of nonverbal social cues by regular education,ADHD, and ADHD/LD students

The current study examined the ability of children diagnosed as having Attention‐Deficit Hyperactive Disorder (ADHD) with and without a learning disability to perceive nonverbal social cues in comparison to their non‐ADHD peers. In addition, teacher ratings of students' social perceptions were obtained. Participants in the study were 45 students between the ages of seven and ten years who were identified as 1) ADHD only, 2) ADHD with a learning disability (ADHD/LD), and 3) a control group with no diagnosis. The Diagnostic Analysis of Nonverbal Accuracy(DANVA) and the Social Perception Behavior Rating Scale(SPBRS) were used to measure social perceptions. The DANVA was administered twice to each child in the ADHD and ADHD/LD groups: once while the ADHD and ADHD/LD participants were on medication and once off medication. The ADHD/LD group demonstrated significant difficulty in comparison to their peers in perceiving paralanguage cues effectively. The ADHD/LD group also showed significant improvement on the Postures and Paralanguage subtests during on‐medication conditions. © 1999 John Wiley & Sons, Inc.     

Changing Perspectives in the History of Education

Abstract

This articles identifies four issues whose resolution will shape the future of American elementary and secondary education. These are as follows. (1) Will the principle of decentralised control prevail over the seemingly inexorable tendency to consolidate power at the centre? (2) Will continuing emphasis on mass education obscure increasing demands to improve quality and raise achievement levels? (3) Will schools advance equality of educational opportunity, or reproduce inequalities inherent in the society? (4) Will schools integrate culturally heterogeneous populations at the expense of legitimate expressions of ethnic cultures? This article shows how these issues mirror ambiguities underlying American democratic principles, and offers some comparisons to conditions of education in Europe.     

Higher Education Student Engagement Scale (HESES): Development and Psychometric Evidence

Research in Higher Education - This study describes the development and validation of the Higher Education Student Engagement Scale (HESES). The psychometric evaluations of the scale included: (i)...