The Stability of IRT b Values

This study investigated possible explanations for an observed change in Rasch item parameters (b values) obtained from consecutive administrations of a professional licensure examination. Considered in this investigation were variables related to item position, item type, item content, and elapsed time between administrations of the item. An analysis of covariance methodology was used to assess the relations between these variables and change in item b values, with the elapsed time index serving to control for differences that could be attributed to average or pool changes in b values over time. A series of analysis of covariance models were fitted to the data in an attempt to identify item characteristics that were significantly related to the change in b values after the time elapsed between item administrations had been controlled. The findings indicated that the change in item b values was not related either to item position or to item type. A small, positive relationship between this change and elapsed time indicated that the pool b values were increasing over time. A test of simple effects suggested the presence of greater change for one of the content categories analyzed. These findings are interpreted, and suggestions for future research are provided.     

Career readiness: An analysis of text complexity for occupational reading materials

The Common Core State Standards (CCSS) and the broader college and career readiness agenda encourage educators, researchers, and other stakeholders to focus on preparing students for life after high school. A key emphasis is literacy, as the ability to read and comprehend written language is critical to success in college and careers. Understanding the level of reading comprehension needed for college and careers has important instructional implications. This study examined text complexity levels of various career texts using the Reading Maturity Metric and compared them to expectations in the CCSS. Text samples were selected for jobs from the five job zones in the Occupational Information Network database. Text complexity demands for all careers were generally in the CCSS range of college and career readiness and increased as job zone and required preparation increased. Results could provide specific career-related targets to make the CCSS reading requirements more relevant for students.     

Examining youth perceptions and social contexts of litter to improve marine debris environmental education

Abstract

Youth have astute observations about site-specific personal and environmental factors that contribute to littering and marine debris, and they have a strong potential to act as change agents in communities. Interactions with youth in Pinellas County Florida add insights into a growing body of research on environmental education and marine debris prevention. This study assessed perceptions of marine debris and littering behaviors through group discussions with middle school and high school students (N = ～44), evaluations at summer camp programs (N = ～31) and pre- and post-assessments of environmental field trips (pre-assessment N = ～120; post-assessment N = ～140). Youth showed high initial awareness of the effects of marine debris on the environment but showed less understanding about the role of watersheds and biodegradation in marine litter issues. A majority of youth attributed others’ littering behavior to dispositional factors, like laziness, while attributing their own littering to situational factors, like poorly placed bins. Student observations of educators and parents also influenced littering behaviors and willingness to act. To reduce littering, education and outreach programs need to (1) provide opportunities for ongoing assessment of complex marine debris topics, (2) align visual and written or verbal messages, (3) reduce actor/observer bias related to littering behaviors, and (4) support adult role models.     

HazLit: a unique resource for natural hazards information

The "Online Updates" column generally focuses on bibliographic databases that may be licensed from commercial vendors or are available free of charge from a federal government agency. HazLit is featured because it is a unique and comprehensive resource of the literature of natural disasters. This column provides background information on HazLit and offers some searching basics, as well as highlights special information found at the Web site that hosts the database.     

Comparison of Self-Reported and Objectively Measured Sedentary Behavior and Physical Activity in Undergraduate Students

ABSTRACT

The aim of this study was to investigate differences between estimates of sedentary behavior and physical activity (PA) from the International Physical Activity Questionnaire (IPAQ) and accelerometry in undergraduate students. 91 students participated in the study. Sedentary behavior and PA were objectively measured by an accelerometer for 7 days and then self-reported with the IPAQ. Partial correlations were used to assess associations among PA variables and participant characteristics between the methods. Agreement was assessed via the Bland–Altman method. Correlation coefficients between self-reported and objectively measured PA ranged from 0.21 to 0.38 (p≤ 0.05 for all). A higher proportion of students were classified as meeting PA guidelines via self-report compared to objective measurements. Bland–Altman plots revealed acceptable agreement between methods, however, bias was evident for all PA intensities. Sex and lean body mass impacted these differences. Researchers should exercise caution when interpreting PA assessed via the IPAQ in undergraduate students.     

Sport development and physical activity promotion: An integrated model to enhance collaboration and understanding

As inactivity and obesity levels continue to rise, calls are being made for sport development action to be further directed towards capitalising on the value of community participation for health and social benefits. This paper seeks to highlight a current disconnect between physical activity and sport management research, and identify opportunities for collaboration. To date, the sport management literature has predominantly focused on sport as a form of entertainment with spectatorship outcomes, where professional codes are a commonly used setting of research inquiry. There has been less focus on organisational issues related to participation in sport and recreation. This is identified as a gap, given the current push towards increasing focus on sport and recreation promotion for community wellbeing. The present paper sought to examine physical activity and sport management research, to identify commonalities and potential for integration and co-operation. The outcome of this review is a conceptual framework, integrating socio-ecological models, taken from physical activity research, and sport development concepts derived from sport management theory. The proposed conceptual framework seeks to provide sport management researchers with direction in their efforts to promote participation in sport, recreation and physically active leisure domains, particularly for community wellbeing purposes. Furthermore, such direction may also enhance the capacity of researchers to capitalise on opportunities for collaboration and integration across domains of inquiry.     

CS–US interval determines the transition from overshadowing to potentiation with flavor compounds

The present series of five flavor aversion experiments with rat subjects examined compound conditioning at varying CS-US intervals. Using a taste-taste design, Experiments 1A and 1B demonstrated overshadowing at a 0-min CS-US interval and potentiation at a 120-min CS-US interval, and these effects occurred with both tastes of the compound. Experiment 2 showed that the aversion to a single element is reduced when the CS-US interval is increased to 120 min, but the aversion for a compound taste is not. Experiments 3A and 3B explored odor + taste compound conditioning; the results demonstrated odor potentiation across the trace interval and a transition from taste overshadowing to taste potentiation. Collectively, the data show that the change from overshadowing to potentiation was not due to changes in the aversions produced by compound conditioning but, instead, was due to a more rapid loss of conditionability across a trace interval prior to the US in single-element conditioning. These experiments suggest that following compound conditioning, the aversion to each element represents generalization decrement from the configured compound, but the designation of overshadowing or potentiation actually depends on the status of conditioning in the single-element control.     

We Want You Back: Uncovering the Effects on In-Person Instructional Operations in Fall 2020

Research in Higher Education - Postsecondary institutions’ responses to COVID-19 are a topic of immediate relevance. Emergent research suggests that partisanship was more strongly linked to...     

Further Examination of a Curriculum-Based Value-Added Model for Teacher Preparation: Exploring the Role of Teachers’ Behavior on K–12 Student Learning

Multiple threats to validity and reliability exist when value-added models (VAMs) rely wholly on standardized assessments to measure the relationship between teachers and their K–12 students’ learning gains. Research on a curriculum-based VAM, built on evidence-based practices, continues to establish an explicit link between teacher candidates’ instruction and their K–12 students’ learning gains. Statistical tests of association were used to analyze measures of student learning and university supervisors’ ratings during classroom observations with a department instrument, the Narrative Observation Scale. Results from a sample of 23 teacher candidates revealed that (a) two measures of student learning were related and attributed to candidates’ instruction, and (b) 67.6% of the variance in the percentage of K–12 students meeting their specific learning objectives was accounted for by the teacher candidates’ mastery of specific classroom management behaviors. Limitations and directions for future research are discussed regarding continued efforts to refine a rational, curriculum-based VAM.