Validation of Group Domain Score Estimates Using a Test of Domain

Domain scores have been proposed as a user-friendly way of providing instructional feedback about examinees' skills. Domain performance typically cannot be measured directly; instead, scores must be estimated using available information. Simulation studies suggest that IRT-based methods yield accurate group domain score estimates. Because simulations can represent best-case scenarios for methodology, it is important to verify results with a real data application. This study administered a domain of elementary algebra (EA) items created from operational test forms. An IRT-based group-level domain score was estimated from responses to a subset of taken items (comprised of EA items from a single operational form) and compared to the actual observed domain score. Domain item parameters were calibrated both using item responses from the special study and from national operational administrations of the items. The accuracy of the domain score estimates were evaluated within schools and across school sizes for each set of parameters. The IRT-based domain score estimates typically were closer to the actual domain score than observed performance on the EA items from the single form. Previously simulated findings for the IRT-based domain score estimation procedure were supported by the results of the real data application.     

Retention of men and women engineering students

After 1.5 years of college, men and women engineering students in a population of 42 schools had different retention rates in engineering at their original schools. Based on a sample of students at 16 schools, the estimated population retention rates were 73.3% for men and 67.8% for women. This report discusses student characteristics that were related to retention for men or women, as well as the destinations of students who left engineering at their original schools.     

An Examination of Black Science Teacher Educators’ Experiences with Multicultural Education, Equity, and Social Justice

Diversity, multicultural education, equity, and social justice are dominant themes in cultural studies (Hall in Cultural dialogues in cultural studies. Routledge, New York, pp 261–274, 1996; Wallace 1994). Zeichner (Studying teacher education: The report of the AERA panel on research and teacher education. Lawrence Erlbaum Associates, Mahwah, pp 737–759, 2005) called for research studies of teacher educators because little research exists on teacher educators since the late 1980s. Thomson et al. (2001) identified essential elements needed in order for critical multiculturalism to be infused in teacher education programs. However, little is known about the commitment and experiences of science teacher educators infusing multicultural education, equity, and social justice into science teacher education programs. This paper examines twenty (20) Black science teacher educators’ teaching experiences as a result of their Blackness and the inclusion of multicultural education, equity, and social justice in their teaching. This qualitative case study of 20 Black science teacher educators found that some of them have attempted and stopped due to student evaluations and the need to gain promotion and tenure. Other participants were able to integrate diversity, multicultural education, equity and social justice in their courses because their colleagues were supportive. Still others continue to struggle with this infusion without the support of their colleagues, and others have stopped The investigators suggest that if science teacher educators are going to prepare science teachers for the twenty first century, then teacher candidates must be challenged to grapple with racial, ethnic, cultural, instructional, and curricular issues and what that must mean to teach science to US students in rural, urban, and suburban school contexts.     

Sleepy and hostile: The effects of REM sleep deprivation on shock-elicited aggression

Two studies were conducted to assess the effects of rapid eye movement (REM) sleep deprivation on shock-elicited aggression. REM deprivation periods of 0, 24, 48, and 72 h were used in the first study, while 48-, 72-, 96-, and 120-h periods were used in the second study. Both studies indicated that increases in REM deprivation (up to 96 h) resulted in increases in the number of aggressive responses. A decrease was shown by the 120-h group. A drive-energization or motivational-effects model is suggested.     

Factors that influence teachers learning to do interviews to understand students' mathematical understandings

Understanding students' understanding of mathematical ideas can inform mathematics teaching, and task-based interviews are one way in which teachers can learn more about their students' understandings. The CIME project was designed to empower mathematics teachers to use interviews to understand their students' mathematical understandings as well as to prepare teachers to use technology-intensive curricula. This study examined the influences on three high school mathematics teachers as they learned to use task-based interviews to understand students' mathematical understandings. The areas of teacher knowledge and conceptions that influenced the teachers we studied were: teachers' mathematical understandings and knowledge of technology and the perceived importance of curriculum topics; teachers' views of knowing mathematics; teachers' perceptions of students' characteristics and needs; and teachers' perceptions of interviewing and the role of questioning in interviews. This revised version was published online in August 2006 with corrections to the Cover Date.     

Confounding compression: the effects of posture,sizing and garment type on measured interface pressure in sports compression clothing

The purpose of this investigation was to measure the interface pressure exerted by lower body sports compression garments, in order to assess the effect of garment type, size and posture in athletes. Twelve national-level boxers were fitted with sports compression garments (tights and leggings), each in three different sizes (undersized, recommended size and oversized). Interface pressure was assessed across six landmarks on the lower limb (ranging from medial malleolus to upper thigh) as athletes assumed sitting, standing and supine postures. Sports compression leggings exerted a significantly higher mean pressure than sports compression tights (P < 0.001). Oversized tights applied significantly less pressure than manufacturer-recommended size or undersized tights (P < 0.001), yet no significant differences were apparent between different-sized leggings. Standing posture resulted in significantly higher mean pressure application than a seated posture for both tights and leggings (P < 0.001 and P = 0.002, respectively). Pressure was different across landmarks, with analyses revealing a pressure profile that was neither strictly graduated nor progressive in nature. The pressure applied by sports compression garments is significantly affected by garment type, size and posture assumed by the wearer.     

GUEST EDITORIAL

The purpose of this column is to keep religious educators abreast of relevant research in psychology. It is prepared as a service by the staff of the Union College Character Research Project.

Each section includes names and reference numbers for findings which have been reported in PSYCHOLOGICAL ABSTRACTS during 1959, used by permission. A complete reference list may be obtained from the Character Research Project, Union College, Schenectady, N. Y., by request, the numbers in parenthesis in the following article refer to items in this reference list     

Deliberative Democracy, Diversity and the Challenges of Citizenship Education

For democracies to thrive, citizens have to be taught to be democrats. How do people learn to be democrats in circumstances of diversity and plurality? We address this question via a discussion of three models of deliberative democracy: public reason (as exemplified by Rawls), discursive democracy (as exemplified by Benhabib) and communicative democracy (as exemplified by Young). Each of the three theorists contributes to an account of how to educate citizens by teaching talk. Against a commonly held assumption that the protection of diversity in a pluralist democracy requires a thin conception of citizenship education, we defend a thick conception that simultaneously fosters autonomy and participation without sacrificing tolerance of diversity.