An Evaluation of Latent Growth Models for Propensity Score Matched Groups

Because random assignment is not possible in observational studies, estimates of treatment effects might be biased due to selection on observable and unobservable variables. To strengthen causal inference in longitudinal observational studies of multiple treatments, we present 4 latent growth models for propensity score matched groups, and evaluate their performance with a Monte Carlo simulation study. We found that the 4 models performed similarly with respect to model fit, bias of parameter estimates, Type I error, and power to test the treatment effect. To demonstrate a multigroup latent growth model with dummy treatment indicators, we estimated the effect of students changing schools during elementary school years on their reading and mathematics achievement, using data from the Early Childhood Longitudinal Study Kindergarten Cohort.     

Cooperative-competitive social orientation and school achievement among Anglo-American and Mexican-American children

Researchers have suggested that the relatively poor academic performance of Mexican-American compared to Anglo-American children may result from cultural differences in cooperative-competitive social orientation. To test the relative contribution of cooperative-competitive social orientation as a personality predictor of school achievement, the cooperativeness-competitiveness, field independence, locus of control, self-esteem, and school achievement of 45 Anglo-American and 125 Mexican-American fourth, fifth, and sixth grade children were assessed. The results indicate (1) competitiveness is positively related to school achievement among the Anglo-American children but not the Mexican-American children; (2) among the Anglo-American children competitiveness is a better predictor of school achievement than field independence, locus of control, and self-esteem; (3) the personality variables are moderately but not independently related to school achievement within both cultural groups; and (4) the between-culture variance in the personality variables does not account for the between-culture variance in school achievement. Implications of the present results for understanding within- and between-group differences in school achievement are discussed.     

Revisiting “Play”: Analyzing and Articulating Acts of Inquiry

The early childhood profession needs to establish a different discourse to describe what has been referred to as play in early childhood. The authors draw from literature on inquiry theory to provide a theoretical lens for discussion and offer a model for inquiry through the Project Approach for the early childhood setting. The authors posit that early childhood educators need to clarify and extend the definition of play by distinguishing between play that occurs outside of the classroom as opposed to play that occurs as part of classroom curriculum. Further, educators need to develop the language for analyzing acts of inquiry and articulating these processes to parents and the public. An examination of the inquiry process of one preschool learner offers one way to begin articulating classroom inquiry and demonstrates how each instance of inquiry is a complex, reflective, and semiotic act.     

Explaining Helping Behavior in a Cooperative Learning Classroom Setting Using Attribution Theory

This recently completed study examined whether attribution theory can explain helping behavior in an interdependent classroom environment that utilized a cooperative-learning model. The study focused on student participants enrolled in 6 community college communication classes taught by the same instructor. Three levels of cooperative-learning were employed. Survey data were collected from student participants presented with situations describing a group member who was not participating in the cooperative-learning process. Simulated scenarios, as well as “actual” experiences, were included for the purpose of analysis. Participant's emotional and behavioral responses were analyzed using independent–samples t tests, paired-samples t tests, and analysis of variance. Findings indicate that a student's willingness to help was influenced more positively when “uncontrollable” rather than “controllable” causes for nonparticipation were determined. Student in-class response to “actual” experiences differed from those reported in the simulated scenarios. The emotional and behavioral responses of students did not vary by age, gender, ethnicity, or level of cooperative learning employed in the class. Overall findings support attribution theory as a useful conceptual framework for explaining student responses regarding helping behavior in simulated situations. However, research results pose additional questions regarding the application of theory to practice and the implication for educators employing effective cooperative-learning activities in a classroom setting.