ABSTRACT Response process validity evidence provides a window into a respondent’s cognitive proce... more ABSTRACT Response process validity evidence provides a window into a respondent’s cognitive processing. The purpose of this study is to describe a new data collection tool called a whole-class think aloud (WCTA). This work is performed as part of test development for a series of problem-solving measures to be used in elementary and middle grades. Data from third-grade students were collected in a 1–1 think-aloud setting and compared to data from similar students as part of WCTAs. Findings indicated that students performed similarly on the items when the two think-aloud settings were compared. Respondents also needed less encouragement to share ideas aloud during the WCTA compared to the 1–1 think aloud. They also communicated feeling more comfortable in the WCTA setting compared to the 1–1 think aloud. Drawing the findings together, WCTAs functioned as well if not better, than 1–1 think alouds for the purpose of contextualizing third-grade students’ cognitive processes. Future studies using WCTAs are recommended to explore their limitations and other factors that might impact their success as data gathering tools.
ABSTRACT In this study, we used Rasch model analyses to examine (1) the unidimensionality of the ... more ABSTRACT In this study, we used Rasch model analyses to examine (1) the unidimensionality of the alphabet knowledge construct and (2) the relative difficulty of different alphabet knowledge tasks (uppercase letter recognition, names, and sounds, and lowercase letter names) within a sample of preschoolers (n = 335). Rasch analysis showed that the four components of alphabet knowledge did work together as a unidimensional construct, indicating all alphabet tasks administered were measuring the same underlying skill. With regard to difficulty of tasks, letter recognition was easier than letter naming, which in turn was easier than letter sounds, and uppercase letter names were easier than lowercase letter names. Most notably, most of the alphabet tasks overlapped, and the Rasch models for the single tasks were no more reliable than the combined measure. This suggests that these alphabetic tasks do not measure distinct skills but are instead indicators of a single ability. Consequently, we support the conceptualization of alphabet knowledge as a unitary construct, and suggest that those assessing and teaching alphabet knowledge in preschool use tests and methods that combine the various alphabetic tasks rather than separating them. These combined assessments will be more likely to capture the range of abilities within a preschool sample and avoid the floor and ceiling effects that have so often complicated early literacy research.
ABSTRACT Building teachers’ confidence in their understanding of nature and encouraging the use o... more ABSTRACT Building teachers’ confidence in their understanding of nature and encouraging the use of field experiences with students are important factors in increasing environmental awareness in students. A River Runs Through It (ARRT) is an integrated environmental education professional development program, immersed practicing teachers in hands-on field inquiry while providing them with valuable experiences, tools, and support necessary for raising teacher enthusiasm and self-confidence. The authors begin by taking a broad look at environmental education. They then narrow the focus to their environmental education professional development program – ARRT – and the positive knowledge and attitudinal impacts found from allowing teachers to explore local outdoor environments with a support system that aided them in bringing their ARRT experiences into their own classrooms.
Replication studies are essential with any construct of interest in order to provide further dept... more Replication studies are essential with any construct of interest in order to provide further depth and understanding. This study replicated Siegle and Schuler's (2000) perfectionism study with gifted early adolescents. Perfectionism differences among grade level, birth order, and gender were explored using a between-subjects factorial MANOVA. Similar to the previous study, we found that the FMPS is an appropriate measure of perfectionism in gifted adolescents (grades 6–8) and that females have greater concern over Organization than males. However, there were many differences in our results compared to the previous study, highlighting the continued need to study and replicate existing work before generalizations can be made about gifted early adolescents.
Art, Design and Communication in Higher Education, Apr 1, 2022
Higher education professionals in art history agree that the downward trend of funding and enrolm... more Higher education professionals in art history agree that the downward trend of funding and enrolment will continue if changes to art history curriculum are not made that bring to light how relevant and helpful art history can be to students of all demographic populations and academic majors. This study seeks to explore student perspectives of how art history is currently being taught and their opinions on what outcomes art history class offers that they value. Current art history students completed a survey that assessed student perspectives about their art history class. Findings indicate that students value art history knowledge (AHKO) and find lecture to be efficient. However, they would also appreciate other instructional methods such as in-class activities, which they believe would help them learn critical thinking (CTO), and discussion and homework projects, which they believe would help them learn creativity. Students of all majors find AHKO, CTO, creativity to be valuable skills that are taught in art history.
It has been clearly established over the last quarter of a century or so that science, mathematic... more It has been clearly established over the last quarter of a century or so that science, mathematics, and technology education among precollege students in the United States is severely lacking (National Science Board, 2006; Carnegie-IAS Commission, 2009). Problem solving, analytical skills, and critical thinking associated with these content areas are necessary traits for our students to possess in order for the United States to successfully compete in the twenty-first century. While our nation at large struggles to provide quality K-12 education in mathematics, science, and technology, this situation is even more bleak for urban and low socioeconomic status students (National Science Board, 2006; National Center for Educational Statistics, 2009). At-risk children often face additional barriers including lower-quality teachers who are not adequately trained to teach mathematics and science (National Comprehensive Center for Teacher Quality, 2006); limited advanced- or rigorous-course offerings in these content areas (Norman et al., 2001); and insufficient materials to support the needs of quality instruction (UNESCO, 2008).
ABSTRACT Response process validity evidence provides a window into a respondent’s cognitive proce... more ABSTRACT Response process validity evidence provides a window into a respondent’s cognitive processing. The purpose of this study is to describe a new data collection tool called a whole-class think aloud (WCTA). This work is performed as part of test development for a series of problem-solving measures to be used in elementary and middle grades. Data from third-grade students were collected in a 1–1 think-aloud setting and compared to data from similar students as part of WCTAs. Findings indicated that students performed similarly on the items when the two think-aloud settings were compared. Respondents also needed less encouragement to share ideas aloud during the WCTA compared to the 1–1 think aloud. They also communicated feeling more comfortable in the WCTA setting compared to the 1–1 think aloud. Drawing the findings together, WCTAs functioned as well if not better, than 1–1 think alouds for the purpose of contextualizing third-grade students’ cognitive processes. Future studies using WCTAs are recommended to explore their limitations and other factors that might impact their success as data gathering tools.
ABSTRACT In this study, we used Rasch model analyses to examine (1) the unidimensionality of the ... more ABSTRACT In this study, we used Rasch model analyses to examine (1) the unidimensionality of the alphabet knowledge construct and (2) the relative difficulty of different alphabet knowledge tasks (uppercase letter recognition, names, and sounds, and lowercase letter names) within a sample of preschoolers (n = 335). Rasch analysis showed that the four components of alphabet knowledge did work together as a unidimensional construct, indicating all alphabet tasks administered were measuring the same underlying skill. With regard to difficulty of tasks, letter recognition was easier than letter naming, which in turn was easier than letter sounds, and uppercase letter names were easier than lowercase letter names. Most notably, most of the alphabet tasks overlapped, and the Rasch models for the single tasks were no more reliable than the combined measure. This suggests that these alphabetic tasks do not measure distinct skills but are instead indicators of a single ability. Consequently, we support the conceptualization of alphabet knowledge as a unitary construct, and suggest that those assessing and teaching alphabet knowledge in preschool use tests and methods that combine the various alphabetic tasks rather than separating them. These combined assessments will be more likely to capture the range of abilities within a preschool sample and avoid the floor and ceiling effects that have so often complicated early literacy research.
ABSTRACT Building teachers’ confidence in their understanding of nature and encouraging the use o... more ABSTRACT Building teachers’ confidence in their understanding of nature and encouraging the use of field experiences with students are important factors in increasing environmental awareness in students. A River Runs Through It (ARRT) is an integrated environmental education professional development program, immersed practicing teachers in hands-on field inquiry while providing them with valuable experiences, tools, and support necessary for raising teacher enthusiasm and self-confidence. The authors begin by taking a broad look at environmental education. They then narrow the focus to their environmental education professional development program – ARRT – and the positive knowledge and attitudinal impacts found from allowing teachers to explore local outdoor environments with a support system that aided them in bringing their ARRT experiences into their own classrooms.
Replication studies are essential with any construct of interest in order to provide further dept... more Replication studies are essential with any construct of interest in order to provide further depth and understanding. This study replicated Siegle and Schuler's (2000) perfectionism study with gifted early adolescents. Perfectionism differences among grade level, birth order, and gender were explored using a between-subjects factorial MANOVA. Similar to the previous study, we found that the FMPS is an appropriate measure of perfectionism in gifted adolescents (grades 6–8) and that females have greater concern over Organization than males. However, there were many differences in our results compared to the previous study, highlighting the continued need to study and replicate existing work before generalizations can be made about gifted early adolescents.
Art, Design and Communication in Higher Education, Apr 1, 2022
Higher education professionals in art history agree that the downward trend of funding and enrolm... more Higher education professionals in art history agree that the downward trend of funding and enrolment will continue if changes to art history curriculum are not made that bring to light how relevant and helpful art history can be to students of all demographic populations and academic majors. This study seeks to explore student perspectives of how art history is currently being taught and their opinions on what outcomes art history class offers that they value. Current art history students completed a survey that assessed student perspectives about their art history class. Findings indicate that students value art history knowledge (AHKO) and find lecture to be efficient. However, they would also appreciate other instructional methods such as in-class activities, which they believe would help them learn critical thinking (CTO), and discussion and homework projects, which they believe would help them learn creativity. Students of all majors find AHKO, CTO, creativity to be valuable skills that are taught in art history.
It has been clearly established over the last quarter of a century or so that science, mathematic... more It has been clearly established over the last quarter of a century or so that science, mathematics, and technology education among precollege students in the United States is severely lacking (National Science Board, 2006; Carnegie-IAS Commission, 2009). Problem solving, analytical skills, and critical thinking associated with these content areas are necessary traits for our students to possess in order for the United States to successfully compete in the twenty-first century. While our nation at large struggles to provide quality K-12 education in mathematics, science, and technology, this situation is even more bleak for urban and low socioeconomic status students (National Science Board, 2006; National Center for Educational Statistics, 2009). At-risk children often face additional barriers including lower-quality teachers who are not adequately trained to teach mathematics and science (National Comprehensive Center for Teacher Quality, 2006); limited advanced- or rigorous-course offerings in these content areas (Norman et al., 2001); and insufficient materials to support the needs of quality instruction (UNESCO, 2008).
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