Differential Item Functioning for Minority Examinees on the SAT

The standardization approach to assessing differential item functioning (DIF), including standardized distractor analysis, is described. The results of studies conducted on Asian Americans, Hispanics (Mexican Americans and Puerto Ricans), and Blacks on the Scholastic Aptitude Test (SAT) are described and then synthesized across studies. Where the groups were limited to include only examinees who spoke English as their best language, very few items across forms and ethnic groups exhibited large DIF. Major findings include evidence of differential speededness (where minority examinees did not complete SAT-Verbal sections at the same rate as White students with comparable SAT-Verbal scores) for Blacks and Hispanics and, when the item content is of special interest, advantages for the relevant ethnic group. In addition, homographs tend to disadvantage all three ethnic groups, but the effect of vertical relationships in analogy items are not as consistent. Although these findings are important in understanding DIF, they do not seem to account for all differences. Other variables related to DIF still need to be identified. Furthermore, these findings are seen as tentative until corroborated by studies using controlled data collection designs.     

The library as textbook provider: Administering and assessing a student-based e-textbook pilot

Rising textbook costs are a concern for students, instructors, and educational institutions. In an effort to address this concern, the University at Buffalo Libraries administered a student-based e-textbook pilot program in the spring and summer of 2013. The study was designed to assess students' evolving attitudes toward e-textbooks and to explore more sustainable e-textbook implementation models. A total of 314 students across courses, grade levels, and disciplines were provided with free access to CourseSmart's e-book platform. Usage data and attitudinal data were collected and analyzed. Library insights into student-based e-textbook implementation programs are also discussed.     

The role of authentic teaching cases and mastery approach goals in online pre-service teachers’ self-regulated learning

Instructional methods in higher education are changing in response to the growing popularity for distance learning courses. Investigating methods of instruction that will assist in the manner that coursework is taught in online courses is therefore a significant enterprise to research. Specifically, examining the relation between theory and practice in programs of teacher education where application is an integral part of the curriculum as well as students’ future career is of utmost importance. Instruction using the case study method enables instructors to involve their students with the realities of teaching using scenarios built around authentic educational dilemmas, where students can problem-solve varying outcomes and generate possible solutions from multiple theoretical viewpoints. Self-regulated learning has been consistently shown to be a fundamental component in the academic success of online learners. Existing research studies on distance learners has specifically shown mastery-approach goals to be predictive of self-regulated learning. This study found significant relationships between the use of authentic case studies in online preservice teaching, self-regulation, and mastery approach goals. Additionally, the results of this study also identified that the relationship between self-regulation and mastery approach goals was strengthened when using case studies that were authentic.

     

External stimulus control of target-directed attack and biting elicited by tailshock

Two experiments evaluating the effects of external stimuli on attack and biting in rats elicited by electric tailshock are reported. In the first experiment, stimuli presented to four groups of test subjects consisted of a stimulus animal, a stimulus animal plus taped vocalizations of a rat experiencing shock, an inanimate object, and an inanimate object plus taped vocalizations. Subjects in a fifth (control) group were tested in the absence of these stimuli. The presence of another animal in the test situation significantly increased the amount of target-directed responding. A decrease in responding, rather than increase, was shown by the subjects tested under the stimulus-object plus taped-vocalization conditions. Experiment 2 investigated the salient features of the stimulus animal and found a combination of both olfactory and visual cues to be most effective in eliciting target-directed responding. These studies indicate that the amount of target-directed attack and biting shown in this situation may be related causally to the type of sensory input received by the test animal.     

Victim, perpetrator, family, and incident characteristics of infant and child homicide in the United States Air Force

OBJECTIVE: The present study describes factors related to fatal abuse in three age groups in the United States Air Force (USAF). METHOD: Records from 32 substantiated cases of fatal child abuse in the USAF were independently reviewed for 60 predefined factors. RESULTS: Males were over-represented in young child victims (between 1 year and 4 years of age) and child victims (between 4 years and 15 years of age) but not in infant victims (between 24 hours and 1 year of age). African-American infant victims and perpetrators were over-represented. Younger victims were more likely to have been previously physically abused by the perpetrator. Perpetrators were predominantly male and the biological fathers of the victims. Infant and young child perpetrators reported childhood abuse histories, while child perpetrators reported the highest frequency of mental health contact. Victims' families reported significant life stressors. Families of young child victims were more likely divorced, separated, or single. Incidents with infants and young children tended to occur without witnesses; incidents with child victims tended to have the victim's sibling(s) and/or mother present. Fatal incidents were more frequent on the weekend, in the home, and initiated by some family disturbance. CONCLUSIONS: Differences among groups in factors related to infant and child homicide across age groups may assist in the development of more tailored abuse prevention efforts and may also guide future investigations.