Interpreting Probabilistic Classifications From Diagnostic Psychometric Models

Although much research has been conducted on the psychometric properties of cognitive diagnostic models, they are only recently being used in operational settings to provide results to examinees and other stakeholders. Using this newer class of models in practice comes with a fresh challenge for diagnostic assessment developers: effectively reporting results and supporting end users to accurately interpret results. Achieving the goal of communicating results in a way that leads users of the assessment to make accurate interpretations requires a prerequisite step that cannot be taken for granted. The assessment developers must first accurately interpret results from a psychometric, or measurement, standpoint. Through this article, we seek to begin a discussion about reasonable interpretations of the results that classification‐based models provide about examinees. Interpretations from published research and ongoing practice show different—and sometimes conflicting—ways to interpret these results. This article seeks to formalize a comparison, critique, and discussion among the interpretations. Before beginning this discussion, we first present background on the results provided by classification‐based models regarding the examinees. We then structure our discussion around key questions an assessment development team needs to answer themselves prior to constructing reports and interpretative guides for end users of the assessment.     

Material-Mind-Method: On the Teaching of Reference beyond the Lecture: In-Class Hands-On Contact with Reference Sources

ABSTRACT

Reference librarians need to know how to use a vast array of reference sources. How do they acquire this knowledge? How can students arrive at their entry level positions with an arsenal of known sources and strategies for advancing this knowledge? Various strategies can be employed to provide students with options on how to launch their understanding for how and when to use specific sources. This column provides examples of how to incorporate active learning activities devoted to providing students in a group setting with options on how to begin and share their learning about reference sources.     

Developing Reflection on Practice Through Journal Writing: Impacts of variations in the focus and level of feedback

Journal writing is a popular technique for encouraging student-teachers to reflect on their professional practice during field experience placements. This paper explores the role and importance of journal feedback in developing students' reflective skills. Weekly journal entries were submitted by 35 student-teachers during a 6-week field placement. Students received individual feedback on each journal entry that focused on either the level of reflection attained in their writing or the particular issues that their entries addressed. Within these groups, the type of feedback provided was further varied according to the level of questioning and challenge with which students were confronted (high versus low). The relative effectiveness of the four different types of feedback in improving student journal writing and facilitating reflection on practice is examined. Although students in all conditions reported positive aspects of the feedback they received, feedback that focused on the level of reflection attained was more effective in bringing about improvement in journal writing than feedback that focused on teaching issues. Such feedback, combined with issue-related questions and comments designed to challenge the student and encourage consideration of alternative perspectives, would appear to offer the most effective strategy for enhancing the effectiveness of journal writing as a learning tool.     

Bayesian Data-Model Fit Assessment for Structural Equation Modeling

Bayesian approaches to modeling are receiving an increasing amount of attention in the areas of model construction and estimation in factor analysis, structural equation modeling (SEM), and related latent variable models. However, model diagnostics and model criticism remain relatively understudied aspects of Bayesian SEM. This article describes and illustrates key features of Bayesian approaches to model diagnostics and assessing data–model fit of structural equation models, discussing their merits relative to traditional procedures.     

“That’s How We Roll”: A Case Study of a Recently Arrived Refugee Student in an Urban High School

This critical case study of one, Somali Bantu male high school student illuminates the struggle for recently arrived refugees at the high school level. Few educational research studies describe how recently arrived refugee students and their families make their transition to US schools (Ngo et al. in Hmong Stud J 8:1?C35, 2007; Hones and Cha in Educating new Americans: immigrant lives and learning. Erlbaum, Mahwah, 1999; Igoa in The inner world of the immigrant child. Erlbaum, Mahwah, 1995). Studies that examine how race, county of origin, and low socio-economic status affect refugee students also are few in number. Specifically Kamya (Soc Work 42:154?C165, 1997) argues that there is a compelling need for research that investigates how racism and stereotypes of Black Americans affect the experiences of African black immigrants and refugees. Rong and Brown (Educ Urban Soc 2:247?C273, 2002) add that black newcomers students often face a triple disadvantage of being black, having limited access to educational opportunity, and being poor. These challenges are particularly relevant for high school students as they have a limited amount of time to acquire proficiency in English and content area knowledge before transitioning to post-secondary education or the work force. In order to better understand how some of these processes work for a recently arrived refugee student in an urban school district, this paper examines the educational adaptation and coping strategies of one Somali Bantu male high school student and his family to the US public school system during the 2007?C2008 school year through the lens of intersectionality.     

Underrepresented,positively portrayed: Older adults in television commercials

This paper reports a content analysis of 778 television commercials. Commercials were examined for the presence of older adults. Commercials featuring older adults were then examined more closely to describe the nature of the portrayals. Consistent with previous research, older adults were shown to be underrepresented in the commercials examined, as compared to their presence in the population. This effect was particularly strong for older women and for members of ethnic minorities. However, older adults were found to be presented in a relatively positive light—as active, happy, and strong. In addition, older adults were shown to be least underrepresented in advertisements for financial services and retail chains, and most underrepresented in advertisements for automobiles and travel services. The results are discussed in terms of the changing position of the older adult consumer in the marketplace. Suggestions for future research are provided.     

THE PLOWDEN REPORT'S RECOMMENDATIONS FOR IDENTIFYING CHILDREN IN NEED OF EXTRA HELP

The inadequacies of an area or school‐based approach to the problem of identifying children who are in need of extra help at school are illustrated with data collected from the infant reception classes of 12 schools. These sample schools were each nominated for one of three categories according to the characteristics of the areas which they served. The two local education authorities involved each nominated an advantaged school, a settled working‐class school, and four deprived schools. The socio‐economic and developmental characteristics of the infant reception class intakes of these categories of school type were examined. The findings were that categories of school type are not as socio‐economically disparate as may often be assumed; and that there appears to be a sizeable relationship between school type and the school entrants’ developmental characteristics, but there are too many exceptions to this general trend to justify the use of school characteristics for identifying ‘children at risk’.     

New Horizons for Environmental Education

Abstract

Ecology and Our Endangered Life-Support Systems, Eugene P. Odum. Sunderland, Massachusetts: Sinauer Associates, Inc., 1989. 283 pages. Paperback, $15.95. Reviewed by Frank Knight.

Nontoxic, Natural, &; Earthwise, Debra Lynn Dadd. Los Angeles, Jeremy P. Tarcher, Inc. 1990. 360 pages. Paperback, $12.95. Reviewed by Diane Wiessinger.

Dreamers and Defenders: American Conservationists, Douglas H. Strong. Lincoln and London: University of Nebraska Press, 1988. 295 pages. Paperback, $9.95. Reviewed by John F. Disinger.

Seabrook Station: Citizen Politics and Nuclear Power, Henry F. Bedford. University of Massachusetts Press, 1990. 224 pages. Hardback, $22.95. Reviewed by Margaret Millett Zemach.     

Experience vs. experimentation

Education in Depressed Areas. Edited by A. Harry Passow. (New York: Bureau of Publications of Teachers College, Columbia University, 1963. Pp.259. $4.75.)

Educational Research: An Introduction. Walter R. Borg. (New York: David McKay Company, 1963. Pp. 418. $5.50.)

Frontiers of Education. Edited by Arthur E. Traxler. (Washington, D.C.: American Council on Education, 1962. Pp. 192. $2.50.)

The Gifted Child, The Year Book of Education, 1962. Edited by George Z. F. Bereday and Joseph A. Lauwerys. (New York: Harcourt, Brace, and World, 1962. Pp. 541. $10.50.)

Growth and Development of the Young Child. Marian E. Breckenridge and Margaret N. Murphy. (Philadelphia: W. B. Saunders, 1963. Pp.564. $6.75.)

Philosophy and Principles of Physical Education. Charles C. Cowell and Wellman L. France. (Englewood Cliffs, New Jersey: Prentice‐Hall, 1963. Pp. 236. $5.95.)

The Psychologist in the Schools. By Susan W. Gray. (New York: Holt, Rinehart and Winston, Inc., 1963. Pp. 406. $5.50.)

Student's Guide for Writing College Papers. Kate L. Turabiam. (Chicago: University of Chicago Press, 1963. Pp. 172. $1.25 (paper).)

World Culture, a Selected and Annotated Bibliography. (Philadelphia: McKinley Publishing Company, 1963. Pp. 384. $12.00.)     

Audiences and Providers of Distance Education

Abstract

As noted by Moore (2007 Moore, M. G. 2007. “The handbook in brief: An overview”. In Handbook of distance education, 2nd, Edited by: Moore, M. G. xv–xxix. Mahwah, NJ: Erlbaum.  [Google Scholar], xxiii), the fifth section of the second edition of the Handbook of Distance Education focused on “some of the main consumers and suppliers of distance education programs,” including elementary and secondary education, community colleges, universities, the corporate sector, continuing professional education, the armed forces, and the virtual organization. Each chapter considered the historical development of distance education within each arena as well as policy developments and possible future trends.