A COMPARISON OF THE RELIABILITY AND VALIDITY OF TWO METHODS FOR ASSESSING PARTIAL KNOWLEDGE ON A MULTIPLE-CHOICE TEST

Differential weighting of response alternatives and confidence testing have been proposed as ways to assess partial knowledge on multiple-choice tests. 211 students in an educational measurement course took their midterm examination under one of three procedures. Results from those students administered the test under conventional directions provided a baseline for comparing, in terms of reliability and validity, the results from students who took the test under the differential weighting of response alternatives or the confidence testing instructions. Reliability was estimated by the split-half technique. Validity was estimated by correlating midterm test scores with scores on a final examination. This investigation provides some support for the contention that validity can be improved using more sophisticated testing techniques. Suggestions for the conduct of more definitive studies were offered.     

Exercising a bounded autonomy: novice and experienced teachers’ adaptations to curriculum materials in an age of accountability

This study explores teachers’ first enactments of a set of theory-based curriculum materials designed to support academic language instruction. Specifically, this multiple case study looks at how six middle school English teachers in three US schools adapted the materials; each case includes a pair of teachers, one novice and one more experienced. All schools were located in the same district where a school performance measurement system was being used to publicly rank schools’ academic performance and growth. Multiple measures were used to look for evidence of adaptations and why teachers made adaptations. We found that all teachers adapted the curriculum, most often in response to either perceived student needs or district reform pressures. In two cases, patterns of adaptation differed by teacher experience; experienced teachers appeared better able to adapt curriculum materials to meet instructional goals. This pattern did not hold up at the third school, where teachers faced greater reform pressures. Taken together, these findings suggest that researchers should pay more attention to the role of school and district policy on teachers’ enactments of theory-based reforms. We conclude with guidance to researchers, instructional leaders and others interested in the potential of theory-based curricula as a lever for improving classroom instruction.     

Reciprocal effects between the academic and social integration of college students

The academic and social integration of college students has been the focus of much recent research. The Tinto model of college student withdrawal focused on the constructs as explanation for commitment to goals and persistence. Research results suggested that perhaps reciprocal relationships existed between academic and social integration. Significant influences from academic integration to social integration and vice-versa indicated differing reciprocal effects for males and females.     

Effect of language of instruction on physics achievement

This study investigated the relationship between physics achievement and language of instruction in a situation where instruction was in the second language of both students and teachers. One hundred and seventy-six grade ten physics students (first language was Chinese) were selected from four classes of two secondary schools in Hong Kong. For three months (with four lessons per week), two classes of students learned the content material (light and sound) in Chinese and two classes learned the material in English. Group differences were controlled by using individual aptitude scores as covariates in the analysis. There were no differences in achievement, students' motivation, and effort spent in physics in that controlled teaching period. This was probably because the Anglo-Chinese group was sufficiently proficient in English so they did not encounter additional difficulty in learning physics when compared with the Chinese group.     

Student outcomes and perceptions of instructors' demands and support in online and traditional classrooms

In this study, seven graduate students were interviewed and 187 (91 online; 96 traditional) graduate students were surveyed about perceptions of differences in instructors' demands and support and student' motivation, self-regulation, satisfaction, and perceptions of learning in these environments. Results indicated significant differences in students' perceptions on all variables except self-efficacy. Results indicated a strong effect for differences between perceived instructor affective support in online and traditional classrooms. Although students in traditional classrooms ranked instructors' affective support higher, the variable had a stronger relationship with online students' satisfaction. Differences between online and traditional students' reports of instructors' academic support, instructors' demands, and students' satisfaction were significant with medium effect sizes. Results are important because they provide information about students' perceptions of the differences in environments created by instructors that relate to students' affective outcomes.     

初等学校教师教育：问题和忧虑

在印度，对6-14岁儿童实行免费义务教育。随着初等教育的普及，教育质量的提高迫在眉睫，因此必须加强初等学校教师教育。文中探讨了初等学校教师教育中存在的一系列问题和忧虑，主要包括：教师的收入、地位和工作条件，课程及课程质量和内容，社区取向的教育，训练的持久，教师训练的过程，语言和教学媒介，在职培训，训练机构，教师培训者，远程教育和现代教育技术等等。     

Continuity in Parent-Child Relationships from Infancy to Middle Childhood and Relations with Friendship Competence

This cross-cultural study examined continuity in parent-child relationships from infancy to middle childhood in a sample of German families. Connections were traced between individual differences in a composite of markers of the parent-child attachment relationship system (including classification of the infant via the Strange Situation and parent via the Adult Attachment Interview and for mothers' ratings of sensitivity) and later parent-child communications. Fundings within the mother-child relationship revealed modest links between the composite and communications and were taken to suggest that the divergent fields of attachment and family communication research are addressing similar underlying relationship processes involving the interplay between relatedness and autonomy. Further findings revealed that the composite modestly predicted variability in children's competence in forming friendships and that differences in concurrent child-mother communications significantly added to and possibly mediated these effects. Results were interpreted as supporting a process model of development, whereby adaptation is influenced by both current and past relationship status.