Using Diagnostic Profiles to Describe Borderline Performance in Standard Setting

In test-centered standard-setting methods, borderline performance can be represented by many different profiles of strengths and weaknesses. As a result, asking panelists to estimate item or test performance for a hypothetical group study of borderline examinees, or a typical borderline examinee, may be an extremely difficult task and one that can lead to questionable results in setting cut scores. In this study, data collected from a previous standard-setting study are used to deduce panelists’ conceptions of profiles of borderline performance. These profiles are then used to predict cut scores on a test of algebra readiness. The results indicate that these profiles can predict a very wide range of cut scores both within and between panelists. Modifications are proposed to existing training procedures for test-centered methods that can account for the variation in borderline profiles.     

A semantic differential investigation of children's attitudes toward three stigmatized groups

To test the assumption that negative attitudes toward various stigmatized groups are learned in early childhood, four scales of the semantic differential were employed to assess children's attitudes toward four groups (normals, crippled, retarded, and mentally ill) for both male and female third and sixth graders. The mentally ill were rated most negatively on both the Evaluation Scale and the Understandability Scale, but were rated comparable to normal people on Activity and Potency. Both the retarded and the crippled were rated less positively than normals on the Evaluation Scale, but not as negatively as the mentally ill. The retarded and the crippled were rated less Active and Potent than both normals and the mentally ill. No differences were found between the third and sixth graders on attitudes toward the three stigmatized groups. Implications for the “social labeling” theory of mental disorders are discussed.     

Out with the old,in with the new: how changes in cricket helmet regulations affect the vision of batters

The International Cricket Council recently introduced new regulations for helmets in cricket. Amongst other changes, these regulations limit batters from adjusting the gap between the peak and the grille, resulting in some controversy over whether the new helmet design reduces visibility of the ball. This study compared the visual field of individuals when wearing an old helmet that does not conform to the new regulations, and the equivalent replacement which does. The visual field of 10 male participants was tested whilst wearing an old and new helmet. The new helmet resulted in a significant reduction in the visual field of the wearer (M = 66.1 out of 76 points seen in the new helmet vs. 74.8 seen with the old helmet), with the restriction predominantly confined to the superior visual field. The new regulations do appear to restrict the visual field of batters, confirming the anecdotal reports of players. However, the majority of this restriction occurs in the superior field, suggesting that the impact on batting performance may be limited. The importance of considering the impact that new helmet regulations can have on vision, batting performance, and player safety is discussed.     

‘Elite’ career-changers and their experience of initial teacher education

This study explores the motivation of ‘high-status’ professionals to change career and enter teaching, and their experience of undertaking initial teacher education (ITE) programmes in England. The study builds on previous research which found that career-changers are disproportionately more likely to fail to complete their ITE studies, and that those who do complete the transition into teaching frequently experience frustration with some aspects of induction and often feel undervalued by their new colleagues. The participants in this study were largely positive about most aspects of their ITE experience, and felt their professional background enabled them to be resilient when faced with the challenges of transitioning from being an expert in one domain to novice in another. However, they report variable experiences of mentoring, and for some, a sense of their previous experience being under-appreciated by ITE tutors and schools. The study also finds little evidence of personalisation built into ITE programmes to take account of the distinctive needs of career-changers. This paper concludes that the current policy focus adopted in England and in many other countries on entry quality may detract from the more fundamental issue of ensuring ITE programmes provide the flexible and personalised professional learning environments that enable a diverse range of entrants to flourish.     

Does Time Matter in Improving Mathematical Discussions? The Influence of Mathematical Autonomy

Facilitating students’ transition from less to more mathematically productive engagement in discussions is an important area of investigation. Research on mathematical whole-class discussions has consistently identified facilitating students' mathematical autonomy as a central component of this transition. Additionally, research commonly infers such transitions take time to manifest. The present study examined students' perceived mathematical autonomy and perceived engagement in mathematical discussions over a half year of school. Using hierarchical linear growth-curve modeling, the authors found that although it may take time for students to transition into more mathematically productive engagement in discussions, it may be the development of their mathematical autonomy, rather than mere exposure over time, that facilitates this transition.     

Rehabilitation affirmed,rejected, and reaffirmed: Assessments of the effectiveness of offender treatment programs in criminology textbooks, 1956 to 1965 and 1983 to 1992

I examine the coverage of the debate about the effectiveness of offender treatment programs in 53 introductory criminology textbooks: 15 published from 1956 to 1965 and 38 published from 1983 to 1992. My data show that despite continuing skepticism in criminological research about the effectiveness of rehabilitation, most of the older texts and the most recent texts (those published from 1988 to 1992) rate treatment as effective when they take a position on the issue. My study also shows that criminology textbooks often give inadequate coverage to some of the key concepts, such as outcome measures and metaevaluation studies, in the debate about the effectiveness of rehabilitation. I conclude by discussing the implications of my findings for criminology students.     

Political distrust in Hong Kong: News media use and political beliefs regarding the 1997 transition

As Hong Kong prepares for a political transition in 1997, neither the existing colonial British government nor the impending People's Republic of China (PRC) has established a strong historical foundation for political trust within the territory. In this study, we examine the level of distrust towards the existing and future political regimes, as well as attitudes towards Hong Kong's future. Based on a representative telephone survey of Hong Kong residents (N = 512), we find a high degree of political distrust among respondents, particularly towards the PRC administration. Although initial bivariate analyses establish some association between distrust and media exposure, channel preference, and demographic variables, further multivariate analyses suggest that many of these factors are highly interrelated. One central finding is that among men and those with middle to high socio‐economic status, television news exposure is associated with trust in the PRC. Conversely, women and younger people tend to distrust the PRC, regardless of their news exposure.     

All Stressed Out,But Does Anyone Notice? Stressors Affecting Public Libraries

ABSTRACT

The purpose of this study is to identify some of the most common stressors affecting public librarians. Current public librarians were recruited from across the country to sort and rank a provided set of 25 stressors affecting public librarians. The stressors were developed from a review of the literature and anecdotal discussions with public librarians. Participants sorted the stressors according to the extent to which each affected them personally in their workplace. They could also give information about other sources of stress they experienced at work, or which they see other public librarians experiencing.