The Use and Interpretation of Logistic Regression in Higher Education Journals: 1988–1999

This article examines the use and interpretation of logistic regression in three leading higher education research journals from 1988 to 1999. The journals were selected because of their emphasis on research, relevance to higher education issues, broad coverage of research topics, and reputable editorial policies. The term logistic regression encompasses logit modeling, probit modeling, and tobit modeling and the significance tests of their estimates. A total of 52 articles were identified as using logistic regression. Our review uncovered an increasingly sophisticated use of logistic regression for a wide range of topics. At the same time, there continues to be confusion over terminology. The sample sizes used did not always achieve a desired level of stability in the parameters estimated. Discussion of results in terms of delta-Ps and marginal probabilities was not always cautionary, according to definitions. The review is concluded with recommendations for journal editors and researchers in formulating appropriate editorial policies and practice for applying the versatile logistic regression technique and in communicating its results with readers of higher education research.     

Investigation of worldview theory in a south african context

This article reports on an exploratory investigation carried out to identify conceptions of some components of worldview, based on logicostructural worldview theory, held by science student teachers in a South African context. It explores relationships among worldviews, student characteristics, and scientific concepts. The sample included 48 final-year science student teachers. Data were gathered by a questionnaire with follow-up interviews. Questions were based on Kearney's model of worldview with stimulus items related to each of seven worldview categories. Responses were categorized and examined for possible relationships. Results of the investigation indicated that students' conceptions of time and distance were nonmechanistic and psychologically bound and that authoritarian scientific explanation was considered as sufficient for proof. Some significant relationships were found between items as well as between field of study and scientific conceptions.     

Recruiting and retaining secondary mathematics teachers: lessons learned from an innovative four-year undergraduate program

In response to the critical shortage of qualified mathematics teachers in the U.S., the TIME 2000 Program was created with funds from the National Science Foundation, at Queens College of the City University of New York. Now institutionalized, the program is designed to support the recruitment, preparation, and retention of prospective teachers through a close-knit learning community in which participants experience an innovative and multifaceted program for their four years of undergraduate study. This article describes the innovative aspects of the program that show promise of preparing highly competent teachers whose careers span a lifetime. Short- and long-term strategies for recruiting students from high school are described as well as the program components that are designed to increase retention of candidates in the program and in teaching.

Is child sexual abuse declining? Evidence from a population-based survey of men and women in Australia

OBJECTIVE: Substantiated cases of child sexual abuse (CSA) in the United States have declined significantly over the past decade. This may, or may not, reflect change in the underlying rate in the general population. This study examines age-cohort differences in the prevalence of self-reported CSA experiences of men and women aged 18-59 years in a community-based sample from a comparable western nation. METHOD: In April 2000, we completed a cross-sectional, telephone-based survey of a randomly selected national sample of men and women in Australia. Volunteers (876 males, 908 females) answered a range of questions about health status and sexuality, including unwanted sexual experiences before the age of 16 years. Of selected adults with publicly-listed telephone numbers, 61% agreed to participate. There were few differences between the volunteers and the Australian population on demographic variables and health indicators. RESULTS: Non-penetrative CSA was twice as common among women (33.6%) than men (15.9%). Approximately 12% of women and 4% of men reported unwanted penetrative experiences. CSA was reported significantly less often by younger males, with a linear decline from the oldest to youngest men. Among all females who had intercourse before age 16, older women were much more likely than younger women to say they were an unwilling partner on the first occasion. If first intercourse occurred at age 16 or later, there were no age-cohort differences in risk of first-time abuse. Self-reported "openness" and "comfort" during the telephone interviews was not systematically related to prevalence of CSA. CONCLUSION: These population-based findings provide evidence of a decline in the underlying rate of CSA in Australia. Although every measure of CSA inevitably is flawed to some extent, these trends in self-report complement official statistics that show substantial decline in recent years.     

College Readiness for English Language Learners (ELLs) in California: Assessing Equity for ELLs under the Local Control Funding Formula

English Learners (ELs) represent critical mass of K-12 students in public schools across the nation. However, states have failed to improve EL student academic outcomes, including college readiness. In 2013, California altered its school funding policy, providing additional support for English learners. Drawing on Vertical Equity and a Critical Community Strength Framework, this study examines the impact of local funding on college readiness among EL students by analyzing accountability plans and secondary data of 13 districts and assessing reforms using markers of college readiness. Document analysis shows: 1) school districts’ prioritization, 2) resource allocation based on those priorities, and 3) different approaches to operationalizing the construct of equity. Secondary data analysis reveals EL students lagged behind peers in performance on state assessments and enrollment in college preparatory and Advanced Placement varied across districts. These data confirm the critical need for intervention and targeted investment to raise overall college readiness rates among EL students in California and have national implications for states with growing Latino and EL student populations.     

Crime,Camping, and Fear: Developing High Impact Practices in Criminal Justice

High Impact Practices (HIPs) have been shown to increase critical thinking skills, student engagement, persistence, and GPA. Examples of HIPs include research experiences, collaborative projects, study abroad, and internships. One of the main characteristics of a HIP is the effort they require. This effort not only applies to the experience, but the development of the experience itself. In the fall of 2014, a HIP was utilized to provide criminal justice students an opportunity to engage in research and data collection. This paper will explore the logistics, best practices, benefits, and pitfalls of developing a high impact practice.     

The family check-up with high-risk indigent families: preventing problem behavior by increasing parents' positive behavior support in early childhood

Seven hundred thirty-one income-eligible families in 3 geographical regions who were enrolled in a national food supplement program were screened and randomized to a brief family intervention. At child ages 2 and 3, the intervention group caregivers were offered the Family Check-Up and linked parenting support services. Latent growth models on caregiver reports at child ages 2, 3, and 4 revealed decreased behavior problems when compared with the control group. Intervention effects occurred predominantly among families reporting high levels of problem behavior at child age 2. Families in the intervention condition improved on direct observation measures of caregivers' positive behavior support at child ages 2 and 3; improvements in positive behavior support mediated improvements in children's early problem behavior.     

The learning and study strategies of college students with ADHD

This study compared learning and study strategies of students with attention‐deficit/hyperactivity disorder (ADHD) to two groups: college students with learning disabilities (LD) and college students without disabilities. In addition, strengths and weaknesses within the ADHD group were examined on the Learning and Study Strategies Inventory, 2nd edition (LASSI; C.E. Weinstein & D.R. Palmer, 2002). The LASSI was also evaluated as a predictive measure for academic achievement for college students with ADHD compared to other students. Results indicate that several important differences may exist in the learning and study strategies of students with ADHD versus students with LD and students without disabilities. However, the LASSI may not be a useful tool for predicting academic achievement for college students with ADHD. Interventions for working with students with ADHD are given. © 2007 Wiley Periodicals, Inc.     

Geography Teacher Education

The authors offer a conceptual framework for establishing an inter‐relationship of theory and practice. Experience is seen as playing a key role, antecedent to both, and the article describes in operational terms ways in which the training of Geography students at the University of London Institute of Education has attempted to draw on experience to inform theory and practice.