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Guidelines For Using The Q Test In Meta-Analysis, Yukiko Maeda, Michael R. Harwell
Guidelines For Using The Q Test In Meta-Analysis, Yukiko Maeda, Michael R. Harwell
Mid-Western Educational Researcher
The Q test is regularly used in meta-analysis to examine variation in effect sizes. However, the assumptions of Q are unlikely to be satisfied in practice prompting methodological researchers to conduct computer simulation studies examining its statistical properties. Narrative summaries of this literature are available but a quantitative synthesis of study findings for using the Q test has not appeared. We quantitatively synthesized estimated Type I error rates and power values of a sample of computer simulation studies of the Q test. The results suggest that Q should not be used for standardized mean difference effect sizes like Hedges’ g …
Mcnair Scholars' Science, Technology, Engineering, And Mathematics (Stem) Graduate Experience: A Pilot Study, Senetta F. Bancroft, Susan Kushner Benson, Eugenia Johnson-Whitt
Mcnair Scholars' Science, Technology, Engineering, And Mathematics (Stem) Graduate Experience: A Pilot Study, Senetta F. Bancroft, Susan Kushner Benson, Eugenia Johnson-Whitt
Mid-Western Educational Researcher
Nationally, racial and gender disparities persist in science, technology, engineering, and mathematics (STEM) disciplines. These disparities are most notable at the doctoral level and are also found in the doctoral outcomes of Ronald E. McNair Postbaccalaureate Achievement Program participants (Scholars) despite opportunities designed to promote their doctoral success. Scholars from three McNair Programs were surveyed. The survey included items related to Scholars’ perceptions of their McNair Program experiences, graduate advisor relationship, and experiences with stereotype threat. Scholars overwhelmingly reported their McNair Program experiences as beneficial to their STEM graduate studies and their graduate research advisors as supportive. However, Black female …
¡Enséname! Teaching Each Other To Reason Through Math In The Second Grade, Lindsey Schmitz
¡Enséname! Teaching Each Other To Reason Through Math In The Second Grade, Lindsey Schmitz
Mid-Western Educational Researcher
This action research sought to evaluate the effect of peer teaching structures across subgroups of students differentiated by language and mathematical skill ability. These structures were implemented in an effort to maintain mathematical rigor while building my students’ academic language capacity. More specifically, the study investigated peer teaching’s influence on mathematical flexibility, reasoning, and math mastery over time. Students across all subgroups grew significantly in the flexibility and efficacy with which they applied strategies in math. While growth in academic vocabulary integration and process writing was not as strong, students with lower math or limited English language abilities showed meaningful …
Centroid And Theoretical Rotation: Justification For Their Use In Q Methodology Research, Sue Ramlo
Centroid And Theoretical Rotation: Justification For Their Use In Q Methodology Research, Sue Ramlo
Mid-Western Educational Researcher
This manuscript’s purpose is to introduce Q as a methodology before providing clarification about the preferred factor analytical choices of centroid and theoretical (hand) rotation. Stephenson, the creator of Q, designated that only these choices allowed for scientific exploration of subjectivity while not violating assumptions associated with other choices like principal components (PCA) and Varimax. Although Q software offers Stephenson’s preferred choices as factor analytic options, today most Q methodologists use the more “modern” factor analytical choices of PCA and Varimax. Similarly, reviewers and critics of Q research often question the use of centroid with theoretical rotation, further discouraging their …
Candidate Success And Edtpa: Looking At The Data, Lesley A. Evans, Mary K. Kelly, Joni L. Baldwin, Jackie M. Arnold
Candidate Success And Edtpa: Looking At The Data, Lesley A. Evans, Mary K. Kelly, Joni L. Baldwin, Jackie M. Arnold
Mid-Western Educational Researcher
This descriptive study looks at the correlations between Teacher Performance Assessment (edTPA) data and numerous program data points, including GPA, major GPA, and benchmark assignment scores, gathered in an Early Childhood Education (ECE) program. Previous studies have looked to correlate grade point average (GPA) with pre-service teacher performance; however, correlating students’ benchmark assessment scores and student performance on edTPA has not been attempted. This study looks to determine the relationships between overall GPA, major GPA (Early Childhood Education), and edTPA performance (overall score and task scores). Relationships were also investigated between program benchmark assessments (case study, family culture project, integrated …
Social Capital In Online Courses, Thomas Mays
Social Capital In Online Courses, Thomas Mays
Mid-Western Educational Researcher
As colleges and universities increase their online course offerings, student social experiences in online learning environments require further examination, specifically for nonresidential students who may already be less integrated into college social networks. A social capital framework was used to guide this qualitative study of 17 nonresidential students and two faculty from two regional campuses of a public Midwestern university. Student participants reported different experiences in online courses compared to face-to-face (FTF) courses, expressly reporting the development of fewer friendships in their online courses, a lack of a sense of community, and an increase in the mechanical nature of their …
Implementing An Evidence-Based Reflective Teaching Cycle: Using Scholarly Research In Curriculum Design, Rachel Ragland
Implementing An Evidence-Based Reflective Teaching Cycle: Using Scholarly Research In Curriculum Design, Rachel Ragland
Mid-Western Educational Researcher
Course curriculum design using a research-teaching connection and reflective teaching is presented. The research-teaching connection is expanded to a three stage research-teaching-research cycle and reflection is expanded to include both faculty and students. Traditional disciplinary educational research was used to inform the design of the curriculum, and Scholarship of Teaching and Learning (SoTL) research was used to measure the success of the course design in achieving its objectives for student learning. The objective of the course redesign was to better engage students in applying the authentic disciplinary practices of the field of history teacher preparation. The research project documented how …
An Exploratory, Descriptive Study Of The Attitudes Of Instructors And Students Toward The Use Of Asynchronous Online Discussion At A Female University In Saudi Arabia, Hamed A. Alshahrani, David A. Walker
An Exploratory, Descriptive Study Of The Attitudes Of Instructors And Students Toward The Use Of Asynchronous Online Discussion At A Female University In Saudi Arabia, Hamed A. Alshahrani, David A. Walker
Mid-Western Educational Researcher
This exploratory, descriptive study examined instructor and female student attitudes toward asynchronous online discussion (AOD) in Saudi Arabia. Preliminary results, derived from an attitudinal-based survey, indicated that, in aggregate, instructors and students had positive attitudes toward using AOD at a female institution of higher education in Saudi Arabia. Inferentially, the two groups differed in their perceptions of using AOD in some instances. Additional results indicated that instructors were willing to teach using AOD and female students were agreeable to using AOD in their classes.
Lesson Plan: An Agenda For Change In American Higher Education, George S. Mcclellan
Lesson Plan: An Agenda For Change In American Higher Education, George S. Mcclellan
Mid-Western Educational Researcher
Book Review
New Teacher Perceptions Of Induction Programs: A Study Of Open-Ended Commentary, Nicole V. Williams, John C. Gillham, Leslie A. Evans
New Teacher Perceptions Of Induction Programs: A Study Of Open-Ended Commentary, Nicole V. Williams, John C. Gillham, Leslie A. Evans
Mid-Western Educational Researcher
The purpose of this study was to learn if teachers believe their experiences with the Ohio Resident Educator Program (OREP) improved their ability to meet the Ohio Standards for the Teaching Profession (OSTP). Two hundred forty-five teachers voluntarily participated in a thirty-three question Likert-based survey with seven open-ended comment sections. For this study, the researchers analyzed the Likert-based survey responses through basic descriptive analysis and ANOVAs and the 456 comments from the seven open-ended comment sections regarding the seven OSTP standards through grounded theory. The findings indicate that the beginning teachers do not believe the Ohio Resident Educator Program improved …
Computer Proficiency For Online Learning: Factorial Invariance Of Scores Among Teachers, Amy L. Martin, Todd D. Reeves, Thomas J. Smith, David A. Walker
Computer Proficiency For Online Learning: Factorial Invariance Of Scores Among Teachers, Amy L. Martin, Todd D. Reeves, Thomas J. Smith, David A. Walker
Mid-Western Educational Researcher
Online learning is variously employed in K-12 education, including for teacher professional development. However, the use of computer-based technologies for learning purposes assumes learner computer proficiency, making this construct an important domain of procedural knowledge in formal and informal online learning contexts. Addressing this concern, this study examined the score properties and invariance (N=11,709) of an eight-item self-report measure of computer proficiency for online learning, the CPOL. Results from a confirmatory factor analysis suggest that the hypothesized unidimensional structure undergirded the instrument’s scores, and invariance analyses suggested that the instrument functions similarly across teacher populations defined by gender, grade level …
Traveling To Non-Traditional Destinations: Recommendations For American Students Studying Abroad In "Africa", Ifeyinwa U. Onyenekwu
Traveling To Non-Traditional Destinations: Recommendations For American Students Studying Abroad In "Africa", Ifeyinwa U. Onyenekwu
Mid-Western Educational Researcher
The Institute for International Education’s Annual Open Doors Report (2014) indicates that approximately 30% of U.S. study abroad college students travel to the United Kingdom, Italy, and Spain. This compares to the less than 5% that study in sub-Saharan African countries. The author suggests postsecondary institutions need to do more to foster a balanced understanding of continental Africa.
From The Editors, Debra Miretzky, Sharon Stevens, Chase Catalano, Mahrya Carncross, Kathryne Valentin
From The Editors, Debra Miretzky, Sharon Stevens, Chase Catalano, Mahrya Carncross, Kathryne Valentin
Mid-Western Educational Researcher
Editors' Notes
Preservice Teachers’ Understanding Of The Language Arts: Using A Lens Of Critical Literacy, Delane Bender-Slack, Teresa Young
Preservice Teachers’ Understanding Of The Language Arts: Using A Lens Of Critical Literacy, Delane Bender-Slack, Teresa Young
Mid-Western Educational Researcher
Preservice teachers are placed in educational environments to learn about teaching literacy and about literacy’s role in the English Language Arts (ELA) classroom. Of particular significance is how preservice teachers perceive and understand the varied components of language arts (i.e., reading, writing, speaking, listening, viewing, and visually representing) while observing mentor teachers. The purpose of this research was to discover which language arts preservice teachers choose to observe during their field placements, and how that might impact the teaching of critical literacy. First, the authors situate the study in our understanding of the language arts and frame it within critical …
From The Editors: October 2016, Debra Miretzky, Sharon Stevens, Chase Catalano, Krista Bowers-Sharpe, Mahrya Carncross, Kimiko Marsi, Van Ha
From The Editors: October 2016, Debra Miretzky, Sharon Stevens, Chase Catalano, Krista Bowers-Sharpe, Mahrya Carncross, Kimiko Marsi, Van Ha
Mid-Western Educational Researcher
Editors' Notes
Here To Stay: A Teacher’S 46-Year Journey With Accountability In One School Context, Angela J. Stefanski
Here To Stay: A Teacher’S 46-Year Journey With Accountability In One School Context, Angela J. Stefanski
Mid-Western Educational Researcher
This narrative study explores accountability and care in the stories of an exceptional teacher, Marsha Ethridge, who taught more than 46 years in one low-socioeconomic community. While there has been an abundance of research related to teachers’ stories of accountability conducted in the last 20 years, much of it reflects accountability imposed on classrooms through systems of high-stakes testing. In this study, however, multiple perspectives of accountability populate one teacher’s stories. As a new teacher in 1964, Marsha recounted the negative impact of teaching in a time of little formal accountability. From the late 1990s moving forward, however, high-stakes testing …
Korean And American Teachers’ Praising Styles And Teaching Practices, Hyeyoung Bang, Jungsub Kim
Korean And American Teachers’ Praising Styles And Teaching Practices, Hyeyoung Bang, Jungsub Kim
Mid-Western Educational Researcher
Praising is a crucial part of teaching performance that greatly impacts student performance and self-esteem. South Korean teachers are traditionally known to possess authoritarian attributes, whereas U.S. teachers have contradictory beliefs in terms of why and how to use praise. We used Q methodology among 16 American and 22 Korean teachers to understand their subjective views on their teaching and praising practices, intentions and orientations of praising in teaching. Five praising types were obtained. Most American teachers, dubbed as Proud Hedonistic Praisers, showed strong confidence in their teaching and a higher preference of praising. In contrast, most Korean teachers had …
Editors' Notes, Debra Miretzky, Sharon Stevens, Chase Catalano, Krista Bowers-Sharpe, Mahrya Carncross, Kathryne Valentin, Kimiko Marsi
Editors' Notes, Debra Miretzky, Sharon Stevens, Chase Catalano, Krista Bowers-Sharpe, Mahrya Carncross, Kathryne Valentin, Kimiko Marsi
Mid-Western Educational Researcher
Editors' Notes