Nested structural equation models: Noncentrality and power of restriction test

This article is concerned with the difference in noncentrality parameters of nested structural equation models and their utility in evaluating statistical power associated with the pertinent restriction test. Based on the seminal work by Browne and Du Toit (1992), Steiger (1989, 1990), Steiger and Lind (1980), and Steiger, Shapiro, and Browne (1985), asymptotic confidence intervals for that difference are discussed. The intervals represent a useful adjunct to widely employed goodness‐of‐fit indexes and test statistics when assessing plausibility of constraints in nested models. The approach also permits estimating power of the test of validity of the nesting restrictions (cf. MacCallum, Browne, & Sugawara, 1996). It is illustrated on data from a 2‐group cognitive training study.     

Effective special teacher characteristics: perceptions of preschool special educators in Greece

The aim of the present study was to evaluate six characteristics of effective special pre‐school teachers, similar to those used in the relevant literature. The study participants were all special teachers (n = 226), serving in Greek state and community pre‐primary educational institutions (i.e. kindergartens and day nurseries) for children with learning disabilities. Data were collected through a two‐part questionnaire sent to the targeted special teachers (response rate 100%) and through focused group discussion with teachers. Three characteristics emerged as salient features of an effective teacher: love for the children; competent pre‐service training and ongoing professional development; and professionalism and commitment. The remaining three characteristics assessed (i.e. effective communication skills, a well‐rounded personality, and instructional ability) were also judged to be essential. Based on each characteristic’s analysis, the paper discusses the implications of pre‐service and in‐service training for special teachers.     

Conceptualizing students’ academic hardiness dimensions: a qualitative study

Academic hardiness is a personality characteristic that may differentiate students who avoid challenging academic course work from others who are willing to pursue these types of challenges. Research findings have demonstrated the need to understand and examine the construct in different life stages and cultural settings, and there are additional aspects of the construct that have yet to be identified. The purpose of this study was to explore the possible dimensions of academic hardiness and its components (commitment, control, and challenge) using qualitative methodology. In-depth interviews were conducted with 21 primary school children (aged 10–12 years old). They were asked to narrate and reflect on their experience about school failure and low grade in a test in a school lesson. The findings demonstrate that students differ as to the way they face the negative experience, as results showed that a variety of factors were related with students’ academic hardiness. The findings are discussed in relation to the recent literature.     

Evaluation of Reliability Coefficients for Two-Level Models via Latent Variable Analysis

A latent variable analysis procedure for evaluation of reliability coefficients for 2-level models is outlined. The method provides point and interval estimates of group means' reliability, overall reliability of means, and conditional reliability. In addition, the approach can be used to test simple hypotheses about these parameters. The procedure is applicable with unconditional models as well as with conditional models including higher level explanatory variables. The proposed method is illustrated with an empirical example.     

Do defence styles and approaches to learning ‘fit together’ in students’ profiles? Differences between years of study

Abstract

The study aims at investigating students’ learning/defence profiles. It also explores students’ profiles during different years of study. Participants comprised of 425 undergraduates. They completed the ‘Approaches to Study and Skills Inventory’ and the ‘Defense Style Questionnaire’. The students’ academic achievement was measured through grade point average. Cluster analysis revealed three profiles: ‘restricted maturity and dissonant-unorganized’ students, ‘defensive and reproduction oriented’ students, and ‘mature and learning advanced’ students. The profiles correspond to adaptive and maladaptive learning patterns. The study also revealed few (a) differences across the years of study (on strategic approach) and (b) interactions between the three clusters and the years of study (on mature defence style and GPA). The findings are discussed in relation to recent literature. Limitations and future research suggestions are presented.     

Structure vs. content in hierarchical corpora

We propose and describe Parameterized filesystem HITS (PFH), a lightweight rearrangement algorithm that performs a re-ranking of existing content-only search results in tree-like hierarchical corpora, such as a filesystem. PFH does this by combining the content analysis of the results with structural analysis of how they are organized. An α parameter is used to vary the structure-content bias, allowing us to observe changes in performance when we place more emphasis on structure or on content. Using real and simulated data, experiments are provided to show that α = 0.8 (i.e, 20% structure and 80% content) can substantially boost Mean Reciprocal Rank while keeping other IR metrics steady. Such an algorithm may be useful for building retrieval systems over hierarchical content such as Desktop Search, technical documents and books.