Improving Measurement for Graduate Admissions     

Mary K. Enright  Donald A. Rock  Randy Elliot Bennett 《Journal of Educational Measurement》1998,35(3):250-267

In this study we examined alternative item types and section configurations for improving the discriminant and convergent validity of the GRE General Test. A computer-based test of reasoning items and a generating-explanations measure was administered to a sample of 388 examinees who previously had taken the General Test. Confirmatory factor analyses indicated that three dimensions of reasoning—verbal, analytical, and quantitative—and a fourth dimension of verbal fluency based on the generating-explanations task could be distinguished. Notably, generating explanations was as distinct from new variations of reasoning items as it was from verbal and quantitative reasoning. In the full sample, this differentiation was evident in relation to such external criteria as undergraduate grade point average (UGPA), self-reported accomplishments, and a measure of ideational fluency, with generating explanations relating uniquely to aesthetic and linguistic accomplishments and to ideational fluency. For the subset of participants with undergraduate majors in the humanities and social sciences, generating explanations added to the relationship with UGPA over that contributed by the General Test.  相似文献   

Public Opinion and Images of the American Professoriate     

Randy L. Swing 《Innovative Higher Education》1998,23(2):85-101

National opinion poll data provide access to the public images of the American professoriate. These data recorded images of college professors as trustworthy, honest, and engaged in important work through college teaching, research, and service but also recorded hesitations toward granting full academic freedom to teachers holding controversial ideas. The impact of events, such as the publication of ProfScam and other critical reports, can be determined through longitudinal measures of the image of college teachers.  相似文献   

DETECTING PARENTAL DECEPTION USING A BEHAVIOR RATING SCALE DURING ASSESSMENT OF ATTENTION‐DEFICIT/HYPERACTIVITY DISORDER: AN EXPERIMENTAL STUDY     

Philip A. Norfolk  Randy G. Floyd 《Psychology in the schools》2016,53(2):158-172

It is often assumed that parents completing behavior rating scales during the assessment of attention‐deficit/hyperactivity disorder (ADHD) can deliberately manipulate the outcomes of the assessment. To detect these actions, items designed to detect over‐reporting or under‐reporting of results are sometimes embedded in such rating scales. This study presents the results of an experimental study in which parents (a) read a scenario telling them that their hypothetical son's teacher has suggested their son may have ADHD and (b) considered assigned goals for the assessment. Parents then completed the accompanying Conners 3Parent Short form (Conners 3‐P[S]) in a manner that they believed would achieve their assigned goals. Findings showed that parents are able to engage in deception when completing behavior rating scales. The validity scales embedded in the Conners 3‐P(S), however, demonstrated mixed results for detecting parental deception with the Negative Impression validity scale, accurately detecting attempts to malinger in the majority of cases, whereas the Positive Impression validity scale appears to have little to no diagnostic utility for the detection of defensive responding. Clinicians utilizing behavior rating scales should carefully consider results, and nonresults, obtained from embedded validity scales when interpreting parent responses to behavior rating scales as part of an ADHD assessment.  相似文献   

Wait-time in college classes taken by education majors     

Orpha K. Duell  Douglas J. Lynch  Randy Ellsworth  Christopher A. Moore 《Research in higher education》1992,33(4):483-495

Professors teaching education classes differed little from professors teaching noneducation classes in terms of the questions they asked and how long they paused after questions and students' responses. Fewer professor questions went unanswered in the education courses. Professors ask on average about 25 questions each class hour, the majority of which are higher-level. They pause about 2.25 seconds after questions and .45 seconds after student responses. These pauses suggest many students are effectively shut out of responding and are not provided the opportunity to elaborate their answers, even those to complex, divergent questions.  相似文献   

Circumstances surrounding cheating: A questionnaire study of college students   总被引：1，自引：1，他引：1  

Randy L. Genereux  Beverly A. McLeod 《Research in higher education》1995,36(6):687-704

A questionnaire assessing beliefs and behaviors associated with cheating was administered to 365 college students. Circumstances rated most likely to increase cheating were low instructor vigilance, unfair exams, an instructor who does not care about cheating, and dependence of financial support and long-term goals on good grades. Circumstances rated most likely to decrease cheating were high instructor vigilance, fair exams, high punishment for getting caught, essay exams, widely spaced exam seating, and valuable course material. Principal components analyses revealed several factors underlying planned cheating: difficulty/negative consequences of cheating, pressures, instructor personality, social norms, and interest in the course. These factors relate to the determinants of behavior specified by the theory of planned behavior. Self-reports indicated that 83 percent of respondents cheated in college and that the two most common types of cheating were giving (58 percent) and getting (49 percent) exam questions to and from other students before an exam. Acts of helping someone else cheat were more commonly reported than corresponding acts of cheating for oneself. Students with high cheating scores tended to be male rather than female, to have a low goal grade-point average, and to believe that the prevalence of cheating in college is high.Both authors contributed equally to this research.A version of this paper was presented at the annual meeting of the American Psychological Association, Toronto, Ontario, August 1993.  相似文献   

Undergraduate Laboratory Exercises Specific to Food Spoilage Microbiology     

Abigail B. Snyder  Randy W. Worobo  Alicia Orta‐Ramirez 《Journal of Food Science Education》2016,15(3):78-82

Food spoilage has an enormous economic impact, and microbial food spoilage plays a significant role in food waste and loss; subsequently, an equally significant portion of undergraduate food microbiology instruction should be dedicated to spoilage microbiology. Here, we describe a set of undergraduate microbiology laboratory exercises that focus specifically on food spoilage which were taught in 2 lab periods as part of the undergraduate food microbiology lab curriculum at Cornell University. The lab was broken down into 3 exercises. Two exercises lead students to determine the likely source of contamination in a canned salsa through (exercise 1a) plating and observation of colony morphology and (exercise 1b) determination of the thermal resistance for those isolates. The final exercise (2) involved detection of the spoilage bacterium Alicyclobacillus in apple juice. Spoiled juice demonstrations were also prepared in this exercise for students to observe sensorial changes resulting from spoilage, emphasizing that spoilage is not always visually detectable. Students were able to successfully determine the source of contamination based on the results of their laboratory findings, which they used to make recommendations for production to reduce microbial food spoilage in the canned salsa product. Based on student answers to discussion questions provided following lab exercises, participants were able to (a) identify the significance of microbial spoilage and how spoilage is principally different from food safety, (b) describe varying sensorial changes associated with microbial spoilage, and (c) employ methods and analysis to evaluate sources and type of contamination. Downloadable handouts and stepwise instructions are available as supporting information.  相似文献   

A Note from the incoming co‐editors: Our vision for the Journal of Research in Science Teaching     

J. Randy McGinnis  Angelo Collins 《科学教学研究杂志》2005,42(1):1-2

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Cultural‐competence considerations for contemporary school‐based threat assessment     

Meagan D. O&#x;Malley  Leora Wolf‐Prusan  Cecilia Lima Rodriguez  Randy Xiong  Mary Rose Swarts 《Psychology in the schools》2019,56(2):255-275

Threat‐assessment procedures are advanced for their utility in reducing racial disparities in punitive and exclusionary school discipline outcomes. Generally unexamined, however, is bias in who gets referred for school‐based threat assessment and under what circumstances. Cultural‐competence considerations hold promise for addressing sources of bias in the evaluation of threats made in the school setting. Using a quantitative approach, this systematic literature review examines the degree to which contemporary cultural‐competence considerations are embedded in 24 school‐based threat‐assessment articles published between 2007 and 2017. Results indicate generally poor coverage of considerations for cultural competence both within and across threat‐assessment articles. An analysis of change in cultural‐competence considerations by year of publication suggests that more recently published threat‐assessment literature has generally not integrated concurrent advancements in concepts of cultural competence. Preliminary guidance for incorporating contemporary cultural‐competence considerations into school‐based threat‐assessment procedures are provided.  相似文献   

A cultural perspective of the induction of five reform‐minded beginning mathematics and science teachers     

J. Randy McGinnis  Carolyn Parker  Anna O. Graeber 《科学教学研究杂志》2004,41(7):720-747

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Outcomes of nature of science instruction along a context continuum: preservice secondary science teachers’ conceptions and instructional intentions     

Randy L. Bell  Jennifer L. Maeng 《International Journal of Science Education》2016,38(3):493-520

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