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Articles 1 - 4 of 4
Full-Text Articles in Education
Using Rasch Residuals To Analyze The Demographic Characteristics Of Respondents With Unexpected Incorrect Answers: Implications For Construct Validity, Robert K. Gable, Larry Ludlow, Ph.D., Stacey L. Kite
Using Rasch Residuals To Analyze The Demographic Characteristics Of Respondents With Unexpected Incorrect Answers: Implications For Construct Validity, Robert K. Gable, Larry Ludlow, Ph.D., Stacey L. Kite
Research Methodology
This paper illustrates the use of Rasch model residuals to better understand perceived respondent meaning and structure of item content in the context of construct validity. Data were gathered from1366 grade 7-8 students using the Survey of Knowledge of Internet Risk and Internet Behavior. The characteristics of the respondents with unexpected patterns of residuals for persons not fitting the Rasch model are examined for 7 items defining the Knowledge of Internet Risk scale. These analyses contribute to a better understanding of the item content and person scores, and contribute to more meaningful score inferences.
Information Literacy At Johnson & Wales University 2011-2012, Ariela Mccaffrey, Lori Micho, Nicole Covone, Joe Eshleman
Information Literacy At Johnson & Wales University 2011-2012, Ariela Mccaffrey, Lori Micho, Nicole Covone, Joe Eshleman
Library Staff Publications
This initial document details some ideas and thoughts related to the development of librarians who instruct at the four Johnson & Wales University campuses. A group of five librarians at the four campuses developed the document; Amanda Samland, Ariela McCaffrey, Nicole Covone, Lisa Spicola, and Joe Eshleman, Seven aspects of library instruction are addressed as well as ideas for the application of the guidelines. Finally, next steps towards application of the guidelines are listed.
Perceived Efficacy Of Beginning Teachers To Differentiate Instruction, Michelle K. Casey, Robert K. Gable
Perceived Efficacy Of Beginning Teachers To Differentiate Instruction, Michelle K. Casey, Robert K. Gable
Teacher Education
A two-phase, sequential mixed-methods design was used to assess perceptions of teacher efficacy (10 item survey, alpha = .90) to differentiate instruction for N = 36 graduates from one MAT teacher preparation program. Research questions addressed levels of self-efficacy, perceptions of preparedness, teaching tenure, and number of certifications held. Data were analyzed using descriptive statistics, one-way ANOVA and t-test procedures. A focus group with N = 10 purposively selected 2010 graduates and interviews with N = 2 graduates each from the 2008 and 2009 classes, and N = 2 faculty were conducted. No significant relationships were found for tenure and …
Conducting Focus Groups With College Students: Strategies To Ensure Success, Felice D. Billups
Conducting Focus Groups With College Students: Strategies To Ensure Success, Felice D. Billups
Research Methodology
Institutional researchers are often asked to conduct focus groups as an efficient way to address an institutional concern or problem. Typically, IR professionals depend on external consultants and specialists to conduct these group interviews for them; however, due to recent resource constraints (staffing, budgets), they are increasingly assuming responsibility for conducting the focus group sessions themselves. Institutional researchers require specialized skills in order to engage college students in this type of group interviewing; college students present specific characteristics and preferences that require careful consideration. Numerous research studies have used focus groups to support or augment research on college students (Breen, …