Testing Measurement Invariance Across Groups in Longitudinal Data: Multigroup Second-Order Latent Growth Model     

Eun Sook Kim  Victor L. Willson 《Structural equation modeling》2013,20(4):566-576

In latent growth modeling, measurement invariance across groups has received little attention. Considering that a group difference is commonly of interest in social science, a Monte Carlo study explored the performance of multigroup second-order latent growth modeling (MSLGM) in testing measurement invariance. True positive and false positive rates in detecting noninvariance across groups in addition to bias estimates of major MSLGM parameters were investigated. Simulation results support the suitability of MSLGM for measurement invariance testing when either forward or iterative likelihood ratio procedure is applied.  相似文献   

An Experiment with Multiple Choice Vocabulary Tests Constructed by two Different Procedures     

Victor H. Kelley 《Journal of Experimental Education》2013,81(3):249-250

Marsh and Hau (1996) based the assertion that parsimony is not always desirable when assessing model fit on a particular counterexample drawn from Marsh's previous research. This counterexample is neither general nor valid enough to support such a thesis. More specifically, the counterexample signals an oversight of extant, stochastic models justifying correlated uniquenesses, namely, moving-average and autoregressive moving-average models. Such models provide theoretically plausible motives for a priori specification of error correlations. In fact, when uniquenesses are correlated, stochastic models other than the conventional simplex and quasi-simplex models must be tested before positive identification of the process is possible (Sivo, 1997). In short, exchanging the mechanistic penalties for model complexity for the mechanistic specification of untenable measurement-error covariances offers no solution. Parsimony has not been dismissed based on the argument Marsh and Hau presented concerning longitudinal data.  相似文献   

The Influence of Class-Size Variations on Cognitive and Affective Learning of College Freshmen     

Kenneth H. Hoover  Victor H. Baumann  Susanne M. Shafer 《Journal of Experimental Education》2013,81(3):39-43

The influence of class-size variations on cognitive and affective learning was measured by use of a 15-concept semantic differential scale and a teacher-made test. A Non-equivalent Control Group design was employed with two groups of college freshmen (N = 320). After attending a weekly lecture, 160 Ss were divided into eight permanent discussion sections (twenty Ss each) for two weekly meetings. Small-group discussions emphasized critical examination of feelings and their impact on evaluation of personal, social, and professional problems. The remaining 160 Ss (serving as a control) were divided into three conventional classes (fifty-five Ss each) for similar purposes. No significant differences were revealed from an ANOCOVA (analysis of covariance) analysis. Within the limits of this study, it appeared that large-group lectures combined with small-group discussions, were as effective as conventional classes of fifty to sixty Ss.  相似文献   

Religious Affiliation,Socioeconomic Status,and Creativity     

Victor G. Cicirelli 《Journal of Experimental Education》2013,81(1):90-93

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Understanding Cultural Differences in the Antecedents of Pro-Environmental Behavior: A Comparative Analysis of Business Students in the United States and Chile     

Mark Cordano  Stephanie Welcomer  Robert Scherer  Lorena Pradenas  Victor Parada 《The Journal of environmental education》2013,44(4):224-238

We surveyed business students in the U. S. (n = 256) and Chile (n = 310). The survey included measures drawn from studies of pro-environmental behavior using Schwartz's norm activation theory (Schwartz, 1977 Schwartz, S. H. 1977. “Normative influences on altruism”. In Advances in experimental social psychology, Edited by: Berkowitz, L. Vol. 10, 221–279. New York: Academic Press. [Crossref] , [Google Scholar]), the theory of reasoned action (Ajzen & Fishbein, 1980 Ajzen, I. and Fishbein, M. 1980. Understanding attitudes and predicting social behavior, Englewood Cliffs, NJ: Prentice Hall.  [Google Scholar]), and a values-beliefs-norms model created by Stern, Dietz, Abel, Guagnano, and Kalof (1999) Stern, P. C., Dietz, T., Abel, T., Guagnano, G. A. and Kalof, L. 1999. A value-belief-norm theory of support for social movements: The case of environmentalism. Human Ecology Review, 6(2): 81–97.  [Google Scholar]. Our results show Chilean business students are more altruistic than business students in the United States and Chilean students felt stronger pressures from their peers to engage in pro-environmental behaviors. Chilean business students also expressed higher levels of awareness of environmental problems, a greater sense of obligation to protect the environment, a stronger willingness to limit property rights, and stronger intentions to engage in pro-environmental behavior.  相似文献   

“Resistance to Extinction” of Two Patterns of Verbal Reinforcement     

E. Victor Mech 《Journal of Experimental Education》2013,81(2):155-164

Evaluation of large-scale educational programs is problematical because of inherent bias in the assignment of treatment and comparison groups. As a result, the ANOVA design is inapplicable, and even ANCOVA designs can give rise to serious regression artifacts. Data from the Follow Through Program are used to illustrate this point: samples were kindergarteners in the Responsive Education model and in best-match comparison classrooms. The criterion variable was MRT readiness level at posttest. Lord’s True Scores ANCOVA was shown to be a more powerful method in correcting for initial differences than the conventional ANCOVA. These data also were used to illustrate the problem of non-uniformity of program implementation across sites and classrooms. An index of implementation level by classroom was used to predict outcome levels, and the potential of this approach as an adjunct in comparative analysis was discussed.  相似文献   

Religious Education Progressive Educators Confer     

Victor E. Marriott 《Religious education (Chicago, Ill.)》2013,108(6)

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Science teachers and scientific argumentation: Trends in views and practice     

Victor Sampson  Margaret R. Blanchard 《科学教学研究杂志》2012,49(9):1122-1148

Current research indicates that student engagement in scientific argumentation can foster a better understanding of the concepts and the processes of science. Yet opportunities for students to participate in authentic argumentation inside the science classroom are rare. There also is little known about science teachers' understandings of argumentation, their ability to participate in this complex practice, or their views about using argumentation as part of the teaching and learning of science. In this study, the researchers used a cognitive appraisal interview to examine how 30 secondary science teachers evaluate alternative explanations, generate an argument to support a specific explanation, and investigate their views about engaging students in argumentation. The analysis of the teachers' comments and actions during the interview indicates that these teachers relied primarily on their prior content knowledge to evaluate the validity of an explanation rather than using available data. Although some of the teachers included data and reasoning in their arguments, most of the teachers crafted an argument that simply expanded on a chosen explanation but provided no real support for it. The teachers also mentioned multiple barriers to the integration of argumentation into the teaching and learning of science, primarily related to their perceptions of students' ability levels, even though all of these teachers viewed argumentation as a way to help students understand science. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 1122–1148, 2012  相似文献   

Surplus theory in the cultures market     

Victor Strandberg 《Academic Questions》1999,13(1):34-38

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Educating in Global Times: choice,charter and the market     

Victor Soucek 《Discourse: Studies in the Cultural Politics of Education》1999,20(2):219-234

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