Observed Score Linear Equating with Covariates

This paper examined observed score linear equating in two different data collection designs, the equivalent groups design and the nonequivalent groups design, when information from covariates (i.e., background variables correlated with the test scores) was included. The main purpose of the study was to examine the effect (i.e., bias, variance, and mean squared error) on the estimators of including this additional information. A model for observed score linear equating with covariates first was suggested. As a second step, the model was used in a simulation study to show that the use of covariates such as gender and education can increase the accuracy of an equating by reducing the mean squared error of the estimators. Finally, data from two administrations of the Swedish Scholastic Assessment Test were used to illustrate the use of the model.     

A time of transition: exploring special educational provision in the Republic of Ireland

Special educational provision in the Republic of Ireland has experienced significant changes in the past decade. A combination of interrelated factors including litigation, legislation, parental advocacy and international developments has radically altered the landscape of special education. As a result of these changes the move towards establishing inclusive learning environments appears irreversible though many critical issues remain to be addressed at this time of transition. This study examines how key stakeholders in primary education perceive the challenge of responding appropriately to increased diversity. The results indicate that many barriers remain in the development of inclusive learning environments. The conceptual understanding of special educational needs (SEN) was seriously deficient and this affected the coherence of policy and service delivery. The system lacked strategic leadership, according to participants, and this restricted the capacity to support schools. School capacity to deliver quality education for children with SEN was constrained by the serious shortfall in the range and level of skills required and opportunities for professional development available. There was strong support for the principle of inclusion into mainstream though this was principally perceived in terms of the development of socialisation skills. It was concluded that in this transition phase schools required strategic leadership from policy‐makers to address the many challenges that remain in the establishment of inclusive learning environments.     

Profiling elite male 100-m sprint performance: The role of maximum velocity and relative acceleration

Purpose:This study aimed to determine the accuracy of a 4 split time modelling method to generate velocity-time and velocity-distance variables in elite male 100-m sprinters and subsequently to assess the roles of key sprint parameters with respect to 100-m sprint performance.Additionally,this study aimed to assess the differences between faster and slower sprinters in key sprint variables that have not been assessed in previous work.Methods:Velocity-time and velocity-distance curves were generated using a mono-exponential function from 4 split times for 82 male sprinters during major athletics competitions.Key race variables-maximum velocity,the acceleration time constant(τ),and percentage of velocity lost(vLoss)-were derived for each athlete.Athletes were divided into tertiles,based on 100-m time,with the first and third tertiles considered to be the faster and slower groups,respectively,to facilitate further analysis.Results:Modelled split times and velocities displayed excellent accuracy and close agreement with raw measures(range of mean bias was-0.2%to 0.2%,and range of intraclass correlation coefficients(ICCs)was 0.935 to 0.999)except for 10-m time(mean bias was 1.6%±1.3%,and the ICC was 0.600).The 100-m sprint performance time and all 20-m split times had a significant near-perfect negative correlation with maximum velocity(r≥-0.90)except for the 0 to 20-m split time,where a significantly large negative correlation was found(r=-0.57).The faster group had a significantly higher maximum velocity andτ(p<0.001),and no significant difference was found for vLoss(p=0.085).Conclusion:Coaches and researchers are encouraged to utilize the 4 split time method proposed in the current study to assess several key race variables that describe a sprinter’s performance capacities,which can be subsequently used to further inform training.     

Knowledge empowered prominent aspect extraction from product reviews

Many existing systems for analyzing and summarizing customer reviews about products or service are based on a number of prominent review aspects. Conventionally, the prominent review aspects of a product type are determined manually. This costly approach cannot scale to large and cross-domain services such as Amazon.com, Taobao.com or Yelp.com where there are a large number of product types and new products emerge almost everyday. In this paper, we propose a novel method empowered by knowledge sources such as Probase and WordNet, for extracting the most prominent aspects of a given product type from textual reviews. The proposed method, ExtRA (Extraction of Prominent Review Aspects), (i) extracts the aspect candidates from text reviews based on a data-driven approach, (ii) builds an aspect graph utilizing the Probase to narrow the aspect space, (iii) separates the space into reasonable aspect clusters by employing a set ofproposed algorithms and finally (iv) generates K most prominent aspect terms or phrases which do not overlap semantically automatically without supervision from those aspect clusters. ExtRA extracts high-quality prominent aspects as well as aspect clusters with little semantic overlap by exploring knowledge sources. ExtRA can extract not only words but also phrases as prominent aspects. Furthermore, it is general-purpose and can be applied to almost any type of product and service. Extensive experiments show that ExtRA is effective and achieves the state-of-the-art performance on a dataset consisting of different product types.     

Assessing Mediation in Dyadic Data Using the Actor-Partner Interdependence Model

The assessment of mediation in dyadic data is an important issue if researchers are to test process models. Using an extended version of the actor–partner interdependence model the estimation and testing of mediation is complex, especially when dyad members are distinguishable (e.g., heterosexual couples). We show how the complexity of the model can be reduced by assuming specific dyadic patterns. Using structural equation modeling, we demonstrate how specific mediating effects and contrasts among effects can be tested by phantom models that permit point and bootstrap interval estimates. We illustrate the assessment of mediation and the strategies to simplify the model using data from heterosexual couples.     

The Influence of Sex,Education and Age on Test Scores on the Swedish Scholastic Aptitude Test

This study describes the effects of sex, education and age on the total test score on the Swedish Scholastic Aptitude Test (SweSA T), a test used in the selection process to colleges and universities in Sweden since 1977. Its use has so far been limited to one of four quota groups consisting of applicants 25 years or older and with more than four years of work experience. Statistical methods used in this study are regression models with dummy variables and estimated with a corner‐point parameterization. The results indicate rather genuine differences in every variable studied. Test takers with a higher education obtain a higher mean score than those with a lower education and older test takers obtain a higher mean score on the subtests vocabulary (WORD) and general information (GI) than younger persons. The mean test score for men is higher than the corresponding score for women, even if differences in education and age are controlled for. Finally some statistical problems related to the analysis of data of this type are discussed.     

Ego Integrity of Older People with Physical Disability and Therapeutic Recreation

Ego integrity, the last developmental task in Erikson's psychological theory, develops naturally among older people. However, the presence of loss–like physical disability–can considerably affect the quality of life, interactions, and well being of older adults. Hence, older people with physical disabilities need more assistance in accomplishing tasks of ego integrity. This study aimed to utilize traditional Filipino art to capture the essence of the lived experiences of a select group of older people with physical disabilities in relation to their ego integrity. Four Filipino elderly with physical disabilities were purposely selected for this study. Picture prompting and doodling sessions were held as pretest and posttest to ascertain the effectiveness of puni-making in facilitating ego integrity of participants. A series of interviews were pursued to elicit experiences and feelings of participants regarding their disability and old age. From the analysis of the triangulated set of data, two findings emerged. First, four activators of ego integrity, namely: work, family, belief in self and belief in God, were identified as essentials in the formation of the participants' ego-integrity. Second, shifts related to the activators were identified indicating ego integrity's source, meaning and connection elements have become more grounded, certain and integrated. The influence of puni-making in understanding the ego integrity of older people with disabilities was found to be a sound and novel recreational therapy. It can stimulate a select group of Filipino elderly for openness to share their subjective and yet illuminating life experiences.     

The constitutional dialectic

POETICS, RHETORIC, AND LOGIC: STUDIES IN THE BASIC DISCIPLINES OF CRITICISM. By Wilbur Samuel Howell. Ithaca, N.Y.: The Cornell University Press, 1975; pp. 267. $16.50.     

Learning science by doing science: an authentic science process-learning model in postsecondary education

Research on understanding the full extent that an authentic science research experience engages students in how scientists think and act is sparse. ‘Learning-science-by-doing-science’ (LSDS) is an emerging self-guided process-learning model in postsecondary science education. It offers authentic science research opportunities that drive students to think and act like scientists. This study investigates the LSDS approach as a potential model for science learning at postsecondary level and aims to answer a main research inquiry – what are the students’ and teaching staff’s perceptions of students’ learning gains and the quality of their learning experiences in an authentic research environment within the LSDS model? To answer this question, data were collected from the students, alumni, instructors, teaching assistants and the program director via questionnaires, focus groups and interviews. Students’ and staff’s lived experiences and their perceptions on their authentic research experiences within the LSDS model were used to articulate the key attributes and stages of the LSDS model. The outcomes of this study can be used to help other science programs implement similar authentic research process learning approaches in their own contexts.