Improving the Root Mean Square Error of Approximation for Nonnormal Conditions in Structural Equation Modeling

In this study, the authors investigated incorporating adjusted model fit information into the root mean square error of approximation (RMSEA) fit index. Through Monte Carlo simulation, the usefulness of this adjusted index was evaluated for assessing model adequacy in structural equation modeling when the multivariate normality assumption underlying maximum likelihood estimation is violated. Adjustment to the RMSEA was considered in 2 forms: a rescaling adjustment via the Satorra-Bentler rescaled goodness-of-fit statistic and a bootstrap adjustment via the Bollen and Stine adjusted model p value. Both properly specified and misspecifed models were examined. The adjusted RMSEA was evaluated in terms of the average index value across study conditions and with respect to model rejection rates under tests of exact fit, close fit, and not-close fit.     

The Role of Career and Technical Education in Iowa Community Colleges

ABSTRACT

This scholarly paper describes and analyzes the role of career and technical education (CTE) in Iowa community colleges. Iowa's community colleges are doing a good job of responding to the changing workforce needs of the state and providing smooth career pathways. However, changes in the population and economy of the state will call for further changes in CTE programs. The distinctive characteristics of CTE in Iowa community colleges, the impact of community college CTE programs on the state's economy, the role of accountability, and the future implications for CTE in the state are discussed. Recommendations based on the results of the study include improving articulation agreements, increasing retention among at-risk students, and increasing collaboration among Iowa's 15 community colleges.     

Using continuous assessment to promote student engagement in a large class

The authors have developed a first-year fluids course for a class of around 230 aerospace, civil and mechanical engineering students. This paper aims to show how the teaching and assessment methodology was applied to the challenge of a large class. The lectures featured formal teaching interspersed with active learning elements. Smaller group (about 25–30 students) tutorial classes involved student practice. A 10-minute test occurred in each tutorial during weeks 3–11. Each test was based on the previous week's lecture material and the marks contributed towards 20% of the course mark. A condition for passing the course was that a student must pass at least six of the nine tests. The assessment promoted student involvement with the course – tutorial attendance was greater and more uniform than previously and exam performance improved significantly. Students recognised that the assessment system was useful in encouraging continuous learning over the semester and building confidence.     

Deterministic Chance?

Can there be deterministic chance? That is, can there be objectivechance values other than 0 or 1, in a deterministic world? Iwill argue that the answer is no. In a deterministic world,the only function that can play the role of chance is one thatoutputs just 0s and 1s. The role of chance involves connectionsfrom chance to credence, possibility, time, intrinsicness, lawhood,and causation. These connections do not allow for deterministicchance.

1 Overview

2 Four Arguments for Deterministic Chance

3 Four Conceptions of Deterministic Chance

4 The Role ofChance

5 The Case against Posterior Deterministic Chance

6The Case against Initial Deterministic Chance

7 EpistemicChance

     

A cross-cultural investigation of teachers’ and reporting officers’ self-ratings on teaching and leadership skills across Singapore and Bahrain

Self-rating bias is particularly likely in organizational behavior research as individuals tend to inflate their expertise, skills and character. This study aims to examine how two culturally diverse groups of teachers and their reporting officers respond to self-ratings of their own teaching skills and leadership skills respectively. It is posited that such response may be culturally based. To ensure validity of comparisons, analyses were done using linear Rasch measures in logits rather than the non-linear raw scores. No significant differences were found between the perceptions of Singaporean teachers and their reporting officers on teaching and leadership skills. The Bahraini data however revealed teachers’ perceptions of own teaching skills were significantly higher than that of their reporting officers. The opposite is true for the Reporting officers’ perceptions of our leadership skills. Bahraini teachers’ perceptions of their own teaching skills were also found to be significantly higher than that of their Singaporean counterparts. The findings support the notion that individuals’ thinking and behavior is influenced by how they process social and cultural information.     

Lifelong Learning for Employment and Equity: the Role of Part‐time Degrees

The last few years have seen a growing debate and new initiatives by government and other agencies on the concept of lifelong learning. The objectives of these have been to provide better access to a broad knowledge base and to develop individuals' employability and economic success. But lifelong learning is not a new phenomenon. In the UK and elsewhere many adults have always studied for a variety of reasons and in a variety of ways. Study through part‐time degrees has long been one option for many adult learners. This paper draws on data from a study undertaken for the Department for Education and Employment on the employment of part‐time students and considers whether part‐time study benefits people's careers and whether some people benefit more than others.