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Full-Text Articles in Education

Longitudinal Analysis For Ordinal Data Through Multilevel And Item Response Modeling: Applications To Child Observation Record (Cor), Zijia Li Jan 2016

Longitudinal Analysis For Ordinal Data Through Multilevel And Item Response Modeling: Applications To Child Observation Record (Cor), Zijia Li

Theses and Dissertations--Educational, School, and Counseling Psychology

The large proportion of children from low SES backgrounds and the increasing achievement gap between disadvantaged children and their more advantaged peers are beckoning national attention to investment in early childhood education (Reid, Kagan, Hilton, & Potter, 2015). As evidenced in many research studies (e.g., Heckman & Masterov, 2007), early childhood experiences are critical to the development of children. High-quality early learning is necessary for children, especially disadvantaged children, to narrow the school readiness gap and to build a foundation for more advanced academic, social, and cognitive skills. Importantly, high quality assessment tools (i.e., reliability and validity evidence supporting the use and interpretation of scores from a given instrument) are a necessary component of early childhood education.

The Preschool Child Observation Record (Preschool OnlineCOR, High/Scope, 2003) is an observational assessment tool created by the High/Scope Educational Research Foundation, a nonprofit, research, and training organization focused on early childhood development. First, a comprehensive evaluation of the psychometric qualities of the Preschool OnlineCOR was conducted; including dimensionality, reliability, item properties, and measurement invariance. Second, a short form of the Preschool OnlineCOR (COR-ST) was developed. Third, this study examined the growth trajectories of 3- and 4-year-old children on the general factor measured by the COR-ST through traditional multilevel growth modeling and more advanced multilevel growth modeling approaches, including multilevel item response theory modeling (MLIRT; Kamata, 2001; Liu & Hedeker, 2006; Pastor & Beretvas, 2006; Sulis & Toland, 2016), and multiple indicator multilevel modeling (MIML; Muthén and ...


An Investigation Of The Relationship Between The Teachers' Sense Of Efficacy Scale And Preschool Children's Literacy Outcomes: Multilevel Longitudinal Modeling And Longitudinal Measurement Invariance, Caroline J. Gooden Jan 2016

An Investigation Of The Relationship Between The Teachers' Sense Of Efficacy Scale And Preschool Children's Literacy Outcomes: Multilevel Longitudinal Modeling And Longitudinal Measurement Invariance, Caroline J. Gooden

Theses and Dissertations--Educational, School, and Counseling Psychology

The current study examined associations between teacher characteristics and child literacy outcomes in a Kentucky preschool sample. The study also examined the psychometric properties of the Teachers’ Sense of Efficacy Scale (TSES; Tschannen-Moran & Woolfolk Hoy, 2001), a frequently used measure of teacher self-efficacy. A widely used preschool assessment instrument, Teaching Strategies GOLD® (GOLD; Heroman, Burts, Berke, & Bickart, 2010), measured child literacy progress. Psychometric examination included confirmatory factor analyses (CFAs) and longitudinal measurement invariance (LMI) of TSES scores. Statistical analyses included longitudinal growth modeling of TSES scores and hierarchical linear modeling (HLM) of TSES and child GOLD literacy scores. CFAs provided evidence that a one-factor model of the 12- and 24-item TSES was reasonable for modeling purposes. LMI analyses indicated that ...


Aspects Of Science Engagement, Student Background, And School Characteristics: Impact On Science Achievement Of U.S. Students, Larry J. Grabau Jan 2016

Aspects Of Science Engagement, Student Background, And School Characteristics: Impact On Science Achievement Of U.S. Students, Larry J. Grabau

Theses and Dissertations--Educational, School, and Counseling Psychology

Science achievement of U.S. students has lagged significantly behind other nations; educational reformers have suggested science engagement may enhance this critical measure. The 2006 Program for International Student Assessment (PISA) was science-focused and measured science achievement along with nine aspects of science engagement: science self-efficacy, science self-concept, enjoyment of science, general interest in learning science, instrumental motivation for science, future-oriented science motivation, general value of science, personal value of science, and science-related activities.

I used multilevel modeling techniques to address both aspects of science engagement and science achievement as outcome variables in the context of student background and school ...


Am I Able To Predict How I Will Do? Examining Calibration In An Undergraduate Biology Course, Trisha A. Turner Jan 2016

Am I Able To Predict How I Will Do? Examining Calibration In An Undergraduate Biology Course, Trisha A. Turner

Theses and Dissertations--Educational, School, and Counseling Psychology

Students who are self-regulated are more likely to succeed academically, whereas students who have deficiencies in their learning have been recognized as having a lack of metacognitive awareness (Valdez, 2013; Zimmerman, 2002). If students are metacognitively unaware in large introductory courses, they may have difficulty knowing when to self-regulate and modify their learning (Lin & Zabrucky, 1998; Stone, 2000). One manner in which researchers have assessed students’ metacognitive awareness is by asking students to estimate how they think they will do on tasks compared to their actual performance, known as calibration. The purpose of this study was to examine students’ calibration and study ...


Development Of A Self-Efficacy Scale For Teachers Who Teach Kids With Autism Spectrum Disorder, Abigail M. A. Love Jan 2016

Development Of A Self-Efficacy Scale For Teachers Who Teach Kids With Autism Spectrum Disorder, Abigail M. A. Love

Theses and Dissertations--Educational, School, and Counseling Psychology

This study aimed to measure teachers’ self-efficacy for teaching students with autism spectrum disorder (ASD). Teacher self-efficacy refers to the belief teachers hold about their ability to affect student learning and has been shown to change teachers’ motivation, stress levels, and amount of given effort (Klassen, Tze, Betts, & Gordon, 2011). Numerous studies have dealt with the measurement of this construct and developed measures that assess teachers in different domains and populations; however, only one study (Ruble, Toland, Birdwhistell, McGrew, & Usher, 2013) has attempted to measure within the population of students with ASD. The purpose of the current study was to develop and pilot a new measure, the Teacher Self-Efficacy for Autism Scale (TSEAS), expand the construct to the target population, and provide sources ...