77 results on '"Green, Kathy"'
Search Results
2. Differential Item Functioning on a Measure of Perceptions of Preparation for Teachers, Teacher Candidates, and Program Personnel
- Author
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Donovan, Courtney, Green, Kathy E., and Seidel, Kent
- Abstract
Core competencies essential for effective teaching were identified via a literature review and a review of standards for teacher education, and vetted by state groups with interests in teacher education. Survey items based on these competencies asked teacher candidates, graduates, and teacher education program faculty how well the program prepared teachers. The 41 items common to surveys of the three groups were submitted to Rasch analysis to determine dimensionality, scale use, targeting, reliability, and, of particular interest, invariance. Results suggested two dimensions were captured by the 41 items, entitled "knowledge, skills and behavior in promoting student achievement," and "resource use, academic language, and numeracy," with reliability of person separation of 0.94 and 0.73, respectively. Use of the 0-4 response scale was appropriate for both dimensions. Items were relatively easy to agree with for both scales, with person means of 1.24 and 0.57. Differential item functioning was found for respondent group and also for extent of program involvement but not for sex or for route to certification. The paper provides a discussion of implications of results for program evaluation. more...
- Published
- 2017
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3. A Study Examining the Dimensionality of Core Competencies Measure in Teacher Preparation Programs: Challenges and Lessons
- Author
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Society for Research on Educational Effectiveness (SREE), Kizil, Ruhan Circi, Briggs, Derek, Seidel, Kent, and Green, Kathy
- Abstract
The evidence that teacher preparation programs have an impact on teacher quality is often limited. Progress in research on this topic will remain rather limited in its influence on practice until more proximal measures of teacher education outcomes can be established. The dearth of variables to measure the impact of teacher preparation programs on teacher skills constitutes a measurement problem. As a part of a three year Institute of Education Sciences (IES)-funded project, the big picture motivating questions for the present study are as follows: (1) What is the best characterization of the dimensional structure of the core competencies (CC) survey?; and (2) How does the choice of dimensional structure change inferences about differences in quality among teacher preparation programs in Colorado? This study utilized data collected from all teacher preparation programs in Colorado. There are two groups of self-selected participants in this study: novice teachers in their first three years of teaching (graduates); and respondents just completing their preparation programs at the time of survey administration (candidates). A total of 648 graduates from 18 programs responded to at least some portion of the graduate survey, and a total of 355 candidates from 13 programs responded to at least some portion of the candidate survey. Both surveys were administered using the survey software Qualtrics via the internet. Three approaches are used for exploring dimensional structure: (1) exploratory factor analysis (EFA); (2) confirmatory factor analysis (CFA); and (3) bi-factor analysis. Findings show the following: (1) on the basis of a purely exploratory approach, an argument can be advanced for collapsing CCs into an overall composite; (2) on the basis of a confirmatory approach, an argument can be advanced for reporting 8 dimensions; (3) the bi-factor approach can be seen as a compromise between the first two approaches; and (4) the consequence of decisions made about how to represent the dimensional structure of the instrument such that each different outcome measure lead to different results. Tables are appended. more...
- Published
- 2014
4. An Application of Cognitive Diagnostic Assessment on TIMMS-2007 8th Grade Mathematics Items
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Toker, Turker and Green, Kathy
- Abstract
The least squares distance method (LSDM) was used in a cognitive diagnostic analysis of TIMSS (Trends in International Mathematics and Science Study) items administered to 4,498 8th-grade students from seven geographical regions of Turkey, extending analysis of attributes from content to process and skill attributes. Logit item positions were compared between data for Turkey and the full international data. The Pearson correlation between item logit positions was r = 0.82, though several items were not invariant across the datasets. Results indicated that the majority of the TIMSS items were well explained by a set of 20 attributes (R[superscript 2] = 0.65). This study provides an extension of work by Dimitrov (2007) in use of LSDM in cognitive diagnostic analysis. An appendix contains The Content, Cognitive Process and Skill Attributes for the TIMSS-R (1999). (Contains 3 tables and 5 figures.) more...
- Published
- 2012
5. Trends in Postal Mail Survey Response Rates through 1999.
- Author
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Green, Kathy E. and Boser, Judith A.
- Abstract
Reviews of 227 comparative studies and 50 descriptive studies covering the time periods 1931-1999 and 1975-1999 respectively, revealed little change in response rates over time for postal mail surveys. Significant differences were found in comparative studies' response rates based on the academic area represented by the journal in which studies were published, with response rates higher for education and psychology journals than for business journals. Based on results of these reviews, as well as a review of textbook advice to researchers, it is recommended that the minimum standard for response rate vary by population accessed but be set at 50% for business surveys and 70% for surveys in education or psychology. (Contains 4 tables and 88 references.) (Author/SLD) more...
- Published
- 2001
6. Growth in Coaching Skills over a Three-Year Period: Progress toward Mastery.
- Author
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Edwards, Jennifer L. and Green, Kathy E.
- Abstract
This study examined cognitive coaching conferences between 1994 and 1997 as teachers practiced their coaching skills. Participants were part of a 3-year grant funded by the U.S. Department of Education. The cognitive coaching process was used to provide teachers with support in implementing content standards. Coaches participating in the study audiotaped planning and reflecting conferences at least twice during the 3-year period. Thirty-three coaches were involved. Of these coaches, most were Anglo women, and most were elementary teachers. Audiotapes were transcribed and analyzed using the qualitative software, NUD*IST. Conferences for many coaches changed in character over the 3 years, with greater fluidity and thoughtfulness associated with later conferences. Not all teachers exhibited growth, however, and both conference length and word usage changed only slightly. Results overall support the idea that cognitive coaching can be useful in encouraging teachers to think beyond concrete, surface behaviors when planning instruction for their students. (Contains 23 references.) (Author/SM) more...
- Published
- 1999
7. Persisters versus Nonpersisters: Characteristics of Teachers Who Stay in a Professional Development Program.
- Author
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Edwards, Jennifer L. and Green, Kathy E.
- Abstract
This study evaluated differences between persisters and nonpersisters in a 3-year teacher development program. Participants were K-12 teachers from a large school district with both urban and suburban schools. They were part of a grant to help teachers implement state content standards through cognitive coaching, nonverbal classroom management, and monthly dialogue groups. Teachers participated in either treatment or control groups, completing evaluations just before the training began in November 1994 and 10 months after the initial training in September 1995. The assessment measured personal empowerment, teacher efficacy, learner-centered beliefs, conceptual level as psychosocial variables, and school culture. It also examined satisfaction with teaching, satisfaction with current teaching position, and enthusiasm for teaching. Of the 230 treatment group participants, 61.7 percent persisted to project completion. Of the 195 comparison group teachers, 83.1 percent persisted to the final data collection. Few effects were found for personological, background, or school climate variables, with gender and school socioeconomic status being the exceptions. The primary source of differences between persisters and dropouts was in response to the treatment. Participants engaging more actively in the project were more likely to persist. Persistence was also a function of support of the school principal. (Contains 30 references and 10 tables.) more...
- Published
- 1999
8. An Application of Latent Class Analysis: A Cross-Cultural Comparison of Eighth-Grade Mathematics Achievement on the Fourth TIMSS (Trends in International Mathematics and Science Study--2011)
- Author
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Toker, Turker and Green, Kathy E.
- Abstract
This study provides the results of a latent class analysis (LCA) using data from the Trends in International Mathematics and Science Study -- 2011 (TIMSS-2011) with a focus on the 8th grade mathematics section. The study presents the analysis of item data with Mplus 7.31 to determine if results obtained yielded distinct latent subgroups. The data set used in the study was from four diverse countries (Turkey, U.S., Finland, and Singapore) participating in TIMSS-2011. Analyses yielded results suggesting three classes provided the best fit to the data. Class were statistically significantly associated with nation, and nation was associated with overall test performance. Results support prior work in which identification of multiple classes leads to potential questions regarding the construct validity of TIMSS-2011 8th grade mathematics test. more...
- Published
- 2017
9. Resilience and Peer Friendships.
- Author
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Doll, Beth, Jew, Cynthia, and Green, Kathy
- Abstract
The link between resilience and peer friendship in certain high risk students is examined by describing the relationship between two measures: a measure of effective peer friendships completed by students and their parents (My Child's Friendships, B. Doll, 1993) and a second measure of resilient beliefs (Adolescent Resiliency Belief System, C. Jew and K. Green, 1995). Results from both measures are described for a population of 104 rural middle school students, all of whom were participants in an effective education program, the Wellness Project, intended to foster resilience. Results show the expected positive correlations between friendship competencies and optimistic beliefs. Students with more competent friendship qualities were also the students with optimistic beliefs about their competence in other domains. However, this relationship did not extend to parent ratings of student friendship competencies. The parent and student versions of the scale might be assessing somewhat different constructs. In addition, the correlation between the student form of the friendship survey and the resilience survey may be an artifact of their shared status as student self-report measures. Also, the reliability of both forms of the friendship scale and the resilience scale is not entirely satisfactory, so that the described relationships cannot be considered stable. (Contains 4 tables and 27 references.) (SLD) more...
- Published
- 1998
10. Confirmatory Factor Analysis of the Resiliency Scale.
- Author
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Bennett, Ellen B., Novotny, Jenny A., Green, Kathy E., and Kluever, Raymond C.
- Abstract
The Resiliency Scale (C. Jew, 1992) is a recently developed measure intended to assess an individual's level of three facets of resiliency (optimism, skill acquisition, and risk-taking). Separate exploratory factor analyses with three diverse groups have led to definition of subscales bearing some similarities. In this study, items comparable across the three variations of the scale intended for use with three age groups (adults, 9th graders, 7-12th graders) were identified. This paper reports results of the attempt to explore the stability of the structure of resiliency across age groups as well as across gender. The ninth grade sample consisted of 408 students. Another sample consisted of 392 students in grades 7 through 12, and the third sample was 304 college students. A 17-item, 3-factor model was found to be at least partially invariant between the 9th grade and the 7-12th grade data sets. In addition, analyses suggested that the structure of the resiliency scale was dramatically different for females as compared to male respondents. Results are discussed in light of developmental and identity differences. An appendix lists the three factors. (Contains 2 tables and 27 references.) (Author/SLD) more...
- Published
- 1998
11. The Effects of Cognitive Coaching and Nonverbal Classroom Management on Teacher Efficacy and Perceptions of School Culture.
- Author
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Edwards, Jennifer L., Green, Kathy E., Lyons, Cherie A., Rogers, Mary S., and Swords, Marcia E.
- Abstract
Teachers in this study participated in a 3-year grant funded by the U.S. Department of Education Fund for Innovation in Education. The purpose of the grant was to provide teachers with support in implementing standards-based education. Both treatment and control groups of teachers received instruction in implementing standards-based education from the school district. Teachers in the treatment group also received training in cognitive coaching and coached each other monthly as they implemented the standards. In addition, they received training in nonverbal classroom management, which is a set of nonverbal techniques designed to help teachers decrease the time spent managing in order to increase time spent helping students achieve the standards. Thirty-six coaches received training to provide teachers with feedback on their classroom management skills. Finally, teachers in the project met in monthly dialogue groups across grade levels with teachers from other schools to discuss their implementation of standards. Teachers in the treatment group compared to teachers in the control group increased significantly in teaching efficacy and attitudes toward school culture. Based on these findings, this model appears to have promise for increasing teacher professionalism and efficacy and helping teachers to implement innovations. (Contains 89 references and 14 tables.) (Author/SM) more...
- Published
- 1998
12. Personal Empowerment, Efficacy, and Environmental Characteristics.
- Author
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Edwards, Jennifer L., Green, Kathy E., and Lyons, Cherie A.
- Abstract
This study examines the personal empowerment and efficacy of teachers, relating these constructs to environmental characteristics in order to provide information for school counselors who are helping teachers in personal growth. The study also assesses the relationship to teacher conceptual level in order to determine its relationship to empowerment and efficacy. A group of 411 teachers completed a collection of scales and surveys in the spring of 1997. Multiple regressions were conducted for the Vincenz Empowerment Scale (Vincenz, 1990) with the School Culture Survey (Saphier, 1985), Teacher Efficacy Scale (Gibson and Dembo, 1984), Learner-Centered Battery (McCombs and Lauer, 1997), Standards-Based Implementation Survey (Seahorn, 1995), and Paragraph Completion Method (Hunt, Butler, Noy, and Rosser, 1978), as well as for satisfaction and age-related variables. Results indicate that empowerment is related at a low to moderate level to personal teaching efficacy, administrator professional treatment of teachers, reflective self-awareness, honoring of student voice, and satisfaction with teaching as a career. Strategies are presented for school counselors to use in helping teachers increase empowerment. (Contains 67 references.) (SM) more...
- Published
- 1998
13. Research on Mail Surveys: Response Rates and Methods in Relation to Population Group and Time.
- Author
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Boser, Judith A. and Green, Kathy
- Abstract
The purpose of this review was to look for trends across time in response rates and variables studied for published mail surveys and to compare response rates and variables studied for different target populations. Studies were identified in databases in four fields: education, psychology, business and marketing, and sociology. A total of 225 articles published between 1931 and the present were selected and classified according to population group and a number of survey characteristics. Mean response rates show a cyclical pattern, with the 5-year period with the highest response rate being 1956 through 1960. There was a decline for the following 10 years, with a rebound in 1971-75, followed by another drop and a rebound in 1986-90. Between 1991-95, the response rate was within one percent of the lowest mean percentage of any period studied. As journals lower their standards (response rate required) for publication, they might increase the number of articles accepted, and this may affect the mean response rate for the period. The overall response rate was affected by the disproportionate number of surveys of the general public. The study also suggests that more highly educated populations tend to have higher response rates. It was disappointing not to find a trend of increasing response rates as researchers learn more about the relative effectiveness of survey procedures. Why this should be so raises interesting research questions. (Contains 6 tables.) (SLD) more...
- Published
- 1997
14. Effects of Population Type on Mail Survey Response Rates and on the Efficacy of Response Enhancers.
- Author
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Green, Kathy E.
- Abstract
Experimental studies of response rates to mail surveys were reviewed and differences in response by population type were described. Cases were selected for review if they were experimental studies that manipulated a response enhancement factor. Results suggest significant differences in typical response rates for different populations. Higher response rates may be expected from surveys of customers and educators than from surveys of the general population. Results suggest few significant differences in effects of experimental treatment by population type, a result possibly due to limited sample sizes and thus low power for such analyses. One appendix lists the 22 studies reviewed, and the other presents treatment definitions and representations. (Contains 4 tables and 12 references.) (Author/SLD) more...
- Published
- 1997
15. The Dissertation Barriers Scale.
- Author
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Green, Kathy E. and Kluever, Raymond C.
- Abstract
Barriers to doctoral dissertation completion were identified from a review of empirical studies of doctoral graduates and graduate students who had not completed a dissertation (ABD students) and reviews of components of doctoral persistence. The Dissertation Barriers Scale, comprising 45 items, was constructed and administered jointly with 2 validation measures, to samples of 142 graduates of a College of Education and 97 ABDs. Results suggest four subscales to explain item intercorrelations. They were labeled: (1) advisor/committee functioning, 11 items, alpha=0.82; (2) personal organization and skills, 9 items, alpha=0.81; (3) time management and external pressures, 12 items, alpha=0.81; and (4) research skills, 7 items, alpha=0.71. The remaining items formed unique factors and were deleted. Subscales significantly differentiated graduates and ABDs. Subscales also correlated significantly, though at low to moderate levels, with validation measures. Results suggest the Dissertation Barriers Scale to be useful in research of doctoral student persistence. (Contains 4 tables and 20 references.) (Author/SLD) more...
- Published
- 1997
16. Teachers' Attitudes toward Technology: Psychometric Evaluation of the Technology Attitude Survey.
- Author
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McFarlane, Terry A., Hoffman, Eleanor R., and Green, Kathy E.
- Abstract
Teachers' attitudes play a critical role in the effectiveness of technology. The Technology Attitude Survey (TAS) was developed to assess teachers' attitudes toward the general use of technology as an educational tool in the classroom. Reliability and validity of the TAS were investigated. A small pilot study showed high reliability. Pretest and posttest data were then collected from 86 foreign language teachers participating in a training program on the use of technology to enhance foreign language instruction. A single underlying factor explained item intercorrelations. Reliability for the measure was high. Validity was supported by moderate correlations with the computer competency scale of the Teacher Effectiveness Scales. The TAS appears to be a reliable measure of teachers' attitudes toward technology. The Scale is attached. (Contains two tables and eight references.) (Author/SLD) more...
- Published
- 1997
17. Reviewing the Research on Mail Survey Response Rates: Meta-Analysis.
- Author
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Green, Kathy E. and Hutchinson, Susan R.
- Abstract
Meta-analysis, a way of cumulating the results of research studies, focuses on the magnitudes of effect sizes and seeks to explain effects through study characteristics. This meta-analysis used the methods developed by G. V. Glass to summarize the research on mail survey response rate manipulations. A narrative review using the same studies set the stage for this review and a related review using descriptive methods. Results will demonstrate the similarities and differences one may see in analyzing the same data in different ways, as well as indicating the effectiveness of treatments meant to enhance mail survey response rates. Studies were coded and repeated measure main effects were summarized, as were absolute mean differences between the two levels of the variables and the 95% absolute confidence intervals for the absolute differences. Results were clearcut in that treatments were either strong or far from significant. Primary findings suggest that class of postage, incentives (especially when enclosed), followup, precontact, personalization of the cover letter, personalization of postage, and sponsorship to be effective methods of inducing responses to mail surveys. Questionnaire length also has an effect on response rate. Found to be ineffective were use of anonymity, color, cover letter appeals, deadlines, personalization of labels, and the status of the sender. Appendixes give category codings and correlations among dependent variables. (Contains 10 tables and 19 references.) (SLD) more...
- Published
- 1996
18. The Responsibility Scale.
- Author
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Green, Kathy E. and Kluever, Raymond C.
- Abstract
As individuals mature, they show increasing responsibility for events in their lives, but with variation in this form of maturation from one individual to another. These individual differences can be observed in doctoral candidates' activities associated with completion of the doctoral dissertation. The purpose of this study was to assess doctoral candidates' concepts of responsibility associated with dissertation completion, questioning who is perceived as responsible for different dissertation tasks and whether the student or the university should be responsible for these tasks. The developed scale, which uses a semantic differential format, was completed by 142 graduates and 97 nongraduates in a college of education. A factor analysis of the scale indicated two factors, a conclusion supported by a Rasch analysis. Some differences in attributed responsibility were noted between graduates and nongraduates with the nongraduates rating responsibility for tasks higher for university effort than student effort. A two-group discriminant analysis predicted a group membership of 78% of the subjects. The scale is useful for assessing attitudes of doctoral candidates in a college of education toward responsibility for dissertation tasks and for planning student advising based on these attitudes. An appendix contains the responsibility scale. (Contains 4 figures, 7 tables, and 11 references.) (Author/SLD) more...
- Published
- 1996
19. The Use of Person Fit Statistics in Mail Surveys.
- Author
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Green, Kathy E.
- Abstract
Person fit statistics are generated when item response theory is used to construct measures. While person fit statistics are well grounded in theory, their utility in aggregate reporting of survey data has not been demonstrated. This study evaluated effects on reliability and validity of including and excluding misfitting person response patterns, using the Rasch model. The following mail survey data sets were used: (1) responses of 3,839 adults to a survey on the effects of the women's movement; (2) responses of 271 people to a survey on self-health care attitudes; (3) responses of 555 teachers to a survey about test use; (4) responses of 410 teachers to a survey about attitudes toward research; and (5) responses of 213 college students and graduates to a survey about dissertations. Omission of misfitting persons served to increase reliability for all data sets, but had inconsistent effects on validity coefficients. All effects were small. (Contains 3 tables and 21 references.) (Author/SLD) more...
- Published
- 1996
20. An Examination of Ethnic and Gender Differences in the Raven Coloured Progressive Matrices Test.
- Author
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Kluever, Raymond C. and Green, Kathy E.
- Abstract
Response patterns to the Raven Coloured Progressive Matrices (CPM) were analyzed for a sample of 203 Hispanic and 254 Anglo first- through fifth-grade children from a rural school district in southern Colorado. Gender distributions were nearly equal. Gender and ethnic differences were examined within the context of determining whether the CPM functioned in a similar manner across groups. The greatest differences in test structure were found between boys and girls, not between ethnic groups. Some performance differences were found between Anglo and Hispanic children, particularly with fourth- and fifth-grade girls. Results suggest that use of the CPM subtests may provide insight into the mechanisms underlying these gender and ethnic differences. One figure and eight tables are included. (Contains 10 references.) (Author/SLD) more...
- Published
- 1994
21. The Effects of Two Types of Appeal on Survey Response Rates.
- Author
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Green, Kathy E.
- Abstract
The effects of two cover letter manipulations and their interactions with demographic variables on response to the initial mailing of a survey were investigated. The two manipulations, type of appeal and type of respondent group identification, were intended to affect respondents' perceptions of their social responsibility and position. In all, 599 replies were received from male (28 percent) and female (72 percent) teachers. Seventy-three percent were Anglo, with the remainder largely Hispanic. The appeal manipulation was appeal to the respondent's professional expertise or appeal to affiliation with a sample of teachers. No simple effects of either cover letter was found, although an interactive effect was found. Effects of gender and ethnicity on response rate were significant, with higher response rates for females and Anglos. Three tables present study data. An appendix lists the appeals made. (SLD) more...
- Published
- 1993
22. Analysis of the Raven CPM Subtest Scores for a Sample of Gifted Children.
- Author
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Kluever, Raymond C. and Green, Kathy E.
- Abstract
The inter-subject/intra-subject subtest patterns (profiles) of the same sample of gifted children were examined based on factors found in a previous study of the Raven Coloured Progressive Matrices Test (CPM) that investigated structural properties with specific application to a sample of gifted children. The sample consisted of 166 children (78 females and 88 males) aged 37 months to 137 months who had been observed to be performing at accelerated levels of ability. An examination of the CPM subtests derived from the three factors identified in an earlier study confirms the impression that the CPM is an internally consistent measure that seems to assess one trait with three potentially related facets. The CPM appears to have three identifiable visual-spatial abilities, and children do show intra-individual variations in the subtest pattern, although in most cases the variation is not excessive. Findings with these gifted children are consistent with those for a sample of normal children. Ten tables present study data. (SLD) more...
- Published
- 1993
23. The Spelling Project. Technical Report 1992-2.
- Author
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Johnson O'Connor Research Foundation, Chicago, IL. Human Engineering Lab., Green, Kathy E., and Schroeder, David H.
- Abstract
Results of an analysis of a newly developed spelling test and several related measures are reported. Information about the reliability of a newly developed spelling test; its distribution of scores; its relationship with the standard battery of aptitude tests of the Johnson O'Connor Research Foundation; and its relationships with sex, age, education, college major, and laterality were studied using a sample of clients of the Johnson O'Connor Research Foundation (clients seeking information about aptitudes for career and educational planning). A total of 1,080 adult examinees completed at least part of the spelling measures. Measurement precision appears excellent for the new measure. The strongest relationships for spelling ability were with English vocabulary, reading efficiency, number checking, age, and years of education. Sex differences were found, although there was little indication of relationships with examinee laterality or parental handedness. Correlation with English vocabulary was substantially greater than correlations with other standard battery measures. Although there may be distinct aptitudes or other dispositions that affect spelling ability, spelling itself appears to be a learned skill and not an inherent aptitude. Seventeen tables present study findings, and four figures illustrate score distributions and the age curve for ability. (Contains 88 references.) (SLD) more...
- Published
- 1992
24. Component Identification and Item Difficulty of Raven's Matrices Items.
- Author
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Green, Kathy E. and Kluever, Raymond C.
- Abstract
Item components that might contribute to the difficulty of items on the Raven Colored Progressive Matrices (CPM) and the Standard Progressive Matrices (SPM) were studied. Subjects providing responses to CPM items were 269 children aged 2 years 9 months to 11 years 8 months, most of whom were referred for testing as potentially gifted. A second sample containing 147 seventh-grade students, drawn from J. K. Gallini's study in 1983, was used to assess the utility of the equation developed using the first item sample. CPM item characteristics were defined and rated. Rasch item difficulties were used as the dependent variable with misfitting items omitted. All 15 item characteristics were entered in a regression equation using forced entry (multiple "R" of 0.90) and stepwise entry (multiple "R" of 0.88). When the same predictors were used with SPM items, the multiple "R" was 0.69. The poorest prediction occurred for items containing characteristics (such as line thickness) that were not captured by the coding system. The best prediction occurred for items in which the orientation of the figure or options was a crucial feature. Results are discussed with regard to psychological processes and use of item characteristics to create new test items. Two sample test items are included, and two tables and an appendix present data on item difficulties. (SLD) more...
- Published
- 1991
25. Research Methods Courses and Post-Bachelor's Education: Effects on Teachers' Research Use and Opinions.
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Green, Kathy E. and Kvidahl, Robert F.
- Abstract
This study assessed the contribution of training in research methods and post-bachelor's education to explaining teachers' self-reported use of research in their classrooms and their opinions about research. Subjects were 441 teachers from 2 Midwestern states. Significant differences in use of research were found for degree held (bachelor's, advanced degree) and for whether coursework in research methods had been taken. Those with advanced degrees and research methods coursework reported a greater use of research. Significant effects were also found for attitude toward the quality and usefulness of the research methods coursework. No significant interactions were found among independent variables. Results support the provision of research methods courses in either undergraduate or graduate programs if one's purpose is to increase teachers' use of research. (Author) more...
- Published
- 1990
26. Differences between Teachers and Students in Opinions about Testing and Test Use.
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Green, Kathy E.
- Abstract
Studies of teacher use of tests suggest that classroom tests are widely used and standardized test results are rarely used. Previous comparisons of preservice and inservice teachers' attitudes toward assessment suggest few differences. Differences in opinions about the use of classroom and standardized tests were assessed via surveys of three groups: 84 college sophomores beginning a teacher education program; 152 college seniors completing a teacher education program, but without student teaching experience; and 553 inservice teachers in a western state. Significant differences in opinions were found, with inservice teachers having more favorable attitudes than teacher education students toward classroom testing and less favorable attitudes toward standardized testing. This difference may reflect current realities of test use in teachers' and students' lives. Two data tables and a 25-item list of references are included. (SLD) more...
- Published
- 1990
27. Multiculturally Sensitive Mental Health Scale (MSMHS): Development, Factor Analysis, Reliability, and Validity
- Author
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Chao, Ruth Chu-Lien and Green, Kathy E.
- Abstract
Effectively and efficiently diagnosing African Americans' mental health has been a chronically unresolved challenge. To meet this challenge we developed a tool to better understand African Americans' mental health: the Multiculturally Sensitive Mental Health Scale (MSMHS). Three studies reporting the development and initial validation of the MSMHS were conducted with African American student samples. First, an exploratory factor analysis of an initial item pool yielded 5 factors assessing subscales of perceived racism, depression, well-being, anxiety, and suicidal thoughts. Second, a confirmatory factor analysis supported the MSMHS's 5-dimensional factor structure. Third, test-retest reliability, internal consistency, and validity coefficients supported the viability, use, and potential for continued development of this new instrument. Implications for theory and research on multicultural mental health scales are discussed. (Contains 5 tables.) more...
- Published
- 2011
- Full Text
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28. Minimization as an Alternative to Unrestricted Randomization in Educational Research
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Chen, Hui-Fang and Green, Kathy E.
- Abstract
This paper describes an alternative to unrestricted randomization in experimental design, termed minimization, which can be used to achieve better balance of critical factors in small to medium-sized experimental studies. Several critical factors are controlled which are known to influence outcomes but which are not the foci of the study. Based on the critical factor values of previously entered participants, a new participant will be allocated into an experimental group to minimize imbalance across groups on critical factors. Minimization has been primarily employed in medical interventions and clinical trials. This article provides examples of the potential use of minimization in education, its advantages, and limitations. Minimization is one possible strategy to attain stronger validity in small to medium-sized experimental studies. (Contains 2 tables.) more...
- Published
- 2010
29. Rasch Analysis of the Geriatric Depression Scale--Short Form
- Author
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Chiang, Karl S., Green, Kathy E., and Cox, Enid O.
- Abstract
Purpose: The purpose of this study was to examine scale dimensionality, reliability, invariance, targeting, continuity, cutoff scores, and diagnostic use of the Geriatric Depression Scale-Short Form (GDS-SF) over time with a sample of 177 English-speaking U.S. elders. Design and Methods: An item response theory, Rasch analysis, was conducted with data from a larger study that implemented 3 interventions and collected data at 3 time points (prior to intervention, after intervention, and a year following the end of intervention). Results: A unidimensional structure was found in this study to adequately fit the data. There appears to be significant differential item functioning, with up to one third of the items indicating that the items have different meanings for different groups of participants. As a screening tool, the GDS-SF is more likely to discriminate between older adults who have a "moderate" level of depression than between those with mild depression and no diagnosed depression. Implications: We would recommend that the GDS-SF not be used as the sole method of screening for depression but incorporated into other clinical knowledge related to the geriatric patient in question, given that not all items are equally functional. The GDS-SF may be less effective as a screening tool but could be better used to detect a change in moderate levels of depression. Clinicians may also benefit by identifying person responses that misfit. If an individual provides responses that are atypical, the person might be referred to provide a more in-depth assessment of mental health status. more...
- Published
- 2009
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30. Survey Response Rates and Survey Administration in Counseling and Clinical Psychology: A Meta-Analysis
- Author
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Van Horn, Pamela S., Green, Kathy E., and Martinussen, Monica
- Abstract
This article reports results of a meta-analysis of survey response rates in published research in counseling and clinical psychology over a 20-year span and describes reported survey administration procedures in those fields. Results of 308 survey administrations showed a weighted average response rate of 49.6%. Among possible moderators, response rates differed only by population sampled, journal in which articles were published, sampling source and method, and use of follow-up. Researchers whose studies were included in this meta-analysis used follow-up but rarely used incentives, prenotification, or other response-facilitation methods to maximize response rates. Although the future of survey research in general may rely more heavily on Internet data collection, mail surveys dominate in this field. (Contains 2 tables.) more...
- Published
- 2009
- Full Text
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31. On the Question of an Identity Status Category Order: Rasch Model Step and Scale Statistics Used to Identify Category Order
- Author
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Al-Owidha, Amj, Green, Kathy E., and Kroger, Jane
- Abstract
The question of whether or not a developmental continuum underlies James Marcia's identity statuses has been a topic of debate among identity researchers for nearly 20 years. This study addressed the prefatory question of whether the identity statuses can be empirically ordered in a theoretically optimal way. This question was addressed via use of Rasch model threshold and scale statistics, which effectively differentiated empirically optimal from suboptimal category orders. All permutations of Marcia's 4 identity statuses were generated in relation to stages from Loevinger's model of ego development and Kegan's model of self--other differentiation. The optimal identity status order found was diffusion, foreclosure, moratorium, to achievement in 2 sets of analyses, and diffusion combined with foreclosure to moratorium, to achievement in 2 additional sets of analyses. The order diffusion, foreclosure, achievement, to moratorium performed nearly as well in one set of analyses. Results, in general, support the theoretically optimal category order. Rasch model threshold and scale statistics can be effectively applied to place categories into an empirically optimal order or to assess the match between theoretical and empirical category orders. (Contains 2 tables and 1 figure.) more...
- Published
- 2009
- Full Text
- View/download PDF
32. Strengthening the Late-Life Care Process: Effects of Two Forms of a Care-Receiver Efficacy Intervention
- Author
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Cox, Enid O., Green, Kathy E., Hobart, Katharine, Jang, Li-Ju, and Seo, Honglan
- Abstract
Purpose: The primary goal of the Care-Receiver Efficacy Intervention (CREI) was to increase the capacity of cognitively able elderly care receivers to effectively manage their own care and optimize relationships with caregivers. To accomplish this, two forms of the CREI were created: an individual and a small-group form. The purpose of this study was to evaluate outcomes of these two CREI forms when compared to a case management approach. Design and Methods: Utilizing a quasi-experimental design, between January 2002 and August 2004 we collected data from 177 elders at three time points: pretest, 2 months following the last session, and 12 months following the last session. The Care-Receiver Efficacy Scale and the Philadelphia Geriatric Center Morale Scale-Revised were the outcome measures. Results: We found significant effects favoring the CREI for relationship with caregivers, self-care strategies, loneliness, and quality of life. Effects were strongest for the small-group form of the CREI. Overall, the care receivers in both forms of the CREI showed improved self-performance, with small-group CREI participants showing remarkable improvement related to quality of life. Implications: The results of this research suggest that care receiver intervention can be effective in improving the care process. more...
- Published
- 2007
33. Coping with Late-Life Challenges: Development and Validation of the Care-Receiver Efficacy Scale
- Author
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Cox, Enid O., Green, Kathy E., Seo, Honglan, Inaba, Miyuki, and Quillen, Alicia Alyla
- Abstract
Purpose: Measures are lacking that address the challenges that people think they face in their roles as elderly care receivers. However, the development of a sense of efficacy in this role by mentally competent care receivers is critical to successful partnerships between caregivers and care receivers. The purpose of this article is to report the development and psychometric analysis of the Care-Receiver Efficacy Scale (CRES). Design and Methods: Content validity, internal consistency reliability, factor structure, and convergent validity were assessed through a pilot study, expert review, and field administration with 177 participants. Results: Results suggest that the CRES comprises five subscales, with strong reliability evidenced for three subscales but marginal reliability for the remaining two. Strong support was found for content validity from expert review and moderate support from the relationship between empirical and expert judgment of item location. Support for validity also was found from correlation with the Geriatric Depression Scale-Short Form and the Philadelphia Geriatric Center Morale Scale. Implications: The CRES may be useful as an outcome measure for psycho-socio-behavioral interventions aimed at increasing the capacity of care receivers to direct and improve their own care. Future measure revision and validation are important to optimize its utility. more...
- Published
- 2006
34. Measure Development: The Children's Attitudes toward Technology Scale (CATS).
- Author
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Frantom, Catherine G., Green, Kathy E., and Hoffman, Eleanor R.
- Abstract
This study describes the development of the Children's Attitude toward Technology Scale (CATS) with 574 children in a rural school district. Discuses differences between elementary and middle school students, gender differences, interest and aptitude, and alternative preferences (for videos and books). (Author/LRW) more...
- Published
- 2002
35. Item Grouping Effects on Invariance of Attitude Items.
- Author
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Frantom, Catherine, Green, Kathy E., and Lam, Tony C. M.
- Abstract
Studied the effects of item grouping on local independence and item invariance, the characteristics of items scaled under the Rasch model that make them sample-free. Data were 107 responses to a survey of teachers' opinions about the Ontario grade 9 literacy test. Although effects of grouping and item phrasing on invariance were found, results generally support the use of grouping of items to provide a higher power separation. (SLD) more...
- Published
- 2002
36. Japanese Language Educator's Strategies for and Attitudes toward Teaching Kanji.
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Shimizu, Hideko and Green, Kathy E.
- Abstract
Explored the attitudes of 251 second language teachers toward Kanji and their choices of instructional strategies for teaching Kanji. Principal component analysis resulted in the identification of six statistically reliable domains representing underlying attitudes toward teaching kanji. Descriptive statistics revealed that the mot positive attitude was onward the "usefulness of Kanji" and that the most common instructional strategy was rote learning. (VWL) more...
- Published
- 2002
37. Psychometric Characteristics of the Revised Procrastination Inventory.
- Author
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Johnson, Erica M., Green, Kathy E., and Kluever, Raymond C.
- Abstract
The Procrastination Inventory developed for use with doctoral students in clinical psychology was modified for use with all-but-dissertation students and doctoral graduates in a college of education. Factor and Rasch analyses of the revised measure identified three subscales: (1) procrastination, (2) perfectionism, and (3) graduate school comfort. Evaluation found the measure useful in studying attrition from doctoral programs. (Author/DB) more...
- Published
- 2000
38. Test Reliability by Ability Level of Examinees.
- Author
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Green, Kathy and Sax, Gilbert
- Abstract
Achievement test reliability as a function of ability was determined for multiple sections of a large university French class (n=193). A 5-option multiple-choice examination was constructed, least attractive distractors were eliminated based on the instructor's judgment, and the resulting three forms of the examination (i.e. 3-, 4-, or 5-choice question form) were randomly assigned to quiz sections with similar mean cumulative grade point averages. Students were later grouped into high (3.6-4.0), average (3.1-3.5), and low (0-3.0) ability levels based on their final course grades in French where B=3.0 and A=4.0. A Kuder-Richardson 20 reliability coefficient was computed for each test form for each ability group and adjusted by the Spearman-Brown formula. Differences among reliabilities for the three forms were: (1) significant at alpha=.05 for the low ability group; (2) not significant for the high ability group; and (3) significant at alpha=.10 for the average ability group. The ability groups were combined and differences among reliabilities for the three forms were significant at alpha=.05. The optimal number of alternatives for all ability groups combined was four. (Author/RL) more...
- Published
- 1981
39. Multiple Choice Converted to True-False: Comparative Reliabilities and Validities.
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Green, Kathy
- Abstract
Forty three-option multiple choice (MC) statements on a midterm examination were converted to 120 true-false (TF) statements, identical in content. Test forms (MC and TF) were randomly administered to 50 undergraduates, to investigate the validity and internal consistency reliability of the two forms. A Kuder-Richardson formula 20 reliability was computed for each form. Reliability of the MC form was then adjusted with the Spearman-Brown formula to equate testing time, since the MC form took three-fourths as much time to complete as the TF form. Adjusted reliability coefficients of the TF and MC forms were .80 and .73, respectively. To compare validity, a Pearson product moment correlation was computed between test score and grade point average; validity coefficients were .49 (TF) and .52 (MC). Results support the use of TF teacher made tests as alternatives to MC tests with no loss in reliability or validity. However, as previous studies have shown, these results are not obtained when MC items are revised and the range of the TF form is restricted. (CP) more...
- Published
- 1978
40. Item Response Changes on Multiple-Choice Tests as a Function of Test Anxiety.
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Green, Kathy
- Abstract
Item response changing as a function of test anxiety was investigated. Seventy graduate students enrolled in a basic statistics course completed 73 multiple-choice items on the course content and the Test Anxiety Scale (TAS). The TAS consisted of 25 items that students indicated were descriptive (true) or not descriptive (false) of themselves. Students were classified as high, moderate, or low-anxious based on their TAS scores. Changed answers on the multiple-choice items were identified by inspection of the tests as well as marksense sheets and were classified as correct changes (wrong-to-right), incorrect changes (right-to-wrong), and neutral changes (wrong-to-wrong). Students were unaware of the nature of the research project when taking the tests. Data supported the hypothesis that high test anxious students make more item response changes than low test anxious students. Results also suggested that both high and low anxious students profit to a similar extent proportionally from answer changing. It was further found that more responses were changed on difficult than on easy items for both high and low anxious students. Test anxiety is suggested as a factor forming test-taking style. (Author/RL) more...
- Published
- 1981
41. Teachers' Attitudes toward Testing.
- Author
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Green, Kathy E. and Stager, Susan F.
- Abstract
This paper reports the development and testing of measures of teachers' attitudes toward testing and appropriate use of tests. A random sample of 555 practicing teachers in Wyoming were surveyed by mail (81 percent response rate). Five subscales assessing attitudes toward use of classroom and standardized tests were identified: (1) standardized test effects; (2) standardized test results-use; (3) value of classroom tests; (4) fairness of classroom tests; and (5) effectiveness of classroom tests. Their internal consistency reliabilities ranged from .54 to .75. Teachers using tests more often had somewhat more positive attitudes toward classroom test effectiveness. Males had more favorable attitudes toward classroom testing. Attitudes toward standardized testing tended to be indifferent to negative. Results are discussed in terms of instrument development, variable interrelationships, and implications for teacher training. (Author/BS) more...
- Published
- 1985
42. Effects of Training, Grade Level, and Subject Taught on the Types of Tests and Test Items Used by Teachers.
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Green, Kathy E. and Stager, Susan F.
- Abstract
Teachers' use of classroom tests and test items was examined by level of teacher training in tests and measurement, grade taught and subject area taught. A survey form was developed that contained questions about training in tests and measurement, subject areas and grades taught, from what source test items were taken, hours spent in testing-related activities, the percent of students' grades based on test scores, use of six types of test items, and use of five types of tests. A random sample of 555 practicing elementary and secondary Wyoming teachers participated (81 percent response rate)--a sample size adequate for analyses by grade level. Mean frequency of test and item use was calculated by amount of training, by grade level, and by content area. The significance of differences in usage were assessed using multivariate analysis of variance followed by univariate tests. The results of significance tests indicate that there are clear differences in testing techniques used by teachers at different grade levels in different subjects. Differences in test use were found between teachers with two or more tests and measurement courses and teachers with no coursework or one course. (PN) more...
- Published
- 1986
43. Cognitive Style: A Review of the Literature. Technical Report 1985-1.
- Author
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Johnson O'Connor Research Foundation, Chicago, IL. Human Engineering Lab. and Green, Kathy E.
- Abstract
Cognitive style refers to preferences for, or dominant modes of, information processing. Cognitive styles tend to be bipolar and less value-laden than ability or aptitude measures. Conceptualizations of cognitive style differ in the number of styles and the degree of metacognitive control over them which individuals are presumed to have. The Hill model, the McKenny-Keen Model, and the Cognitive-Dimensions Model are discussed. In particular, the paper describes measures and reviews research pertaining to nine cognitive dimensions identified in an earlier review by Messick: (1) field dependence-independence; (2) reflectivity-impulsivity; (3) scanning; (4) breadth of categorization; (5) conceptualizing style; (6) cognitive complexity-simplicity; (7) leveling-sharpening; (8) distractibility; and (9) tolerance for unrealistic experience. Other cognitive style definitions utilize visual-haptic, analytical-global, and verbal-visual dimensions. Research on relationships among measures is summarized, and their lack of convergence suggests that there are a multitude of cognitive styles or dimensions of cognitive style. The dimensions that seem most conceptually comprehensive and potentially independent are field dependence-independence, distractibility, tendency to use global versus analytical problem-solving strategies, and preferred medium for obtaining information (e.g., visual-haptic; verbal-visual). (LPG) more...
- Published
- 1985
44. Teachers as Researchers: Training, Attitudes, and Performance.
- Author
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Green, Kathy E. and Kvidahl, Robert F.
- Abstract
This study assessed teacher perceptions of research use and barriers to use. Specific purposes were to: (1) assess the frequency of review of the research literature, actual practice of research, and research dissemination by teachers; (2) describe the level of teachers' training in research methods; (3) describe views of the adequacy of training in research methods; (4) assess the attitudes toward different barriers to using and performing research; and (5) assess differences among teachers at different grade levels, in different content areas, and with versus without coursework in research methods in attitude toward and use of research. A questionnaire sent to 600 inservice teachers had 417 usable responses. Results suggest that teachers read research but do not do research. Also that teachers are more likely to read, perform, and present research findings if they have had some training in research methods. It is suggested that consideration should be given to the place of explicit education in research methods in the teacher education curriculum. (JD) more...
- Published
- 1989
45. Reluctant Respondents: Differences between Early, Late and Nonresponders to a Mail Survey.
- Author
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Green, Kathy E.
- Abstract
The purpose of this study was to assess differences in demographic variables, mean attitude score, reliability of response, variability of response, and level of item completion among respondents to an initial survey mailing, to the first follow-up, to the second follow-up, and to a telephone interview. The first mailing included a cover letter, the survey instrument, and a stamped, self-addressed return envelope. Subjects were 600 inservice elementary and secondary school teachers from Wyoming and Nebraska (300 from each state). The first follow-up consisted of a reminder letter. The second follow-up consisted of a cover letter, a second copy of the survey, and a stamped, self-addressed return envelope. The first and second follow-ups were undertaken, respectively, 3 and 6 weeks following the initial mailing. Sixteen of the 600 envelopes sent out at the first mailing were undeliverable, leaving an effective sample of 584. The final response rate to the mail questionnaire was 71.2%; 25 non-respondents were interviewed by telephone. The probability of Type I error set for this study was p=0.20. Results suggest that small differences in data quality and attitude-behavior exist across waves, with reluctant respondents having fewer positive attitudes toward the topic and less favorable views of themselves as researchers and teachers. Three data tables are included. (Author/TJH) more...
- Published
- 1989
46. Identification of Gifted Children: A Comparison of the Stanford Binet 4th Edition and Form LM.
- Author
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Kluever, Raymond C. and Green, Kathy E.
- Abstract
This study compared the performance of 51 gifted Caucasian children on the Stanford Binet LM and the Stanford Binet Fourth Edition (SB4) to determine whether significantly different scores would be obtained. The 33 male and 18 female subjects were from middle and upper-middle class families in a western urban area. Their developmental histories, derived from parents' reports, indicated precocious early development of cognitive linguistic abilities. When composite scores were compared, the mean difference between the two tests was 10 points. The LM intelligence quotient was significantly higher than that for the SB4, and the Kaufman Achievement Test total score showed insignificant differences. Correlations between the LM total and the SB4 area scores were significant. The results suggest that the SB4 can be used as part of a system for identifying gifted children, but the composite score cut-off value may have to be adjusted. Further study of the visual abstract reasoning tests is recommended since this sample of gifted children seemed to function quite differently on them than on the verbal and quantitative reasoning tests. Four data tables are included. (TJH) more...
- Published
- 1989
47. Standardized Test Use by Classroom Teachers: Effects of Training and Grade Level Taught.
- Author
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Green, Kathy E. and Williams, E. Jane
- Abstract
Random samples of classroom teachers from Wyoming (n=555) and Louisiana (n=253) were drawn to determine teachers' purposes for using standardized tests, attitudes toward standardized testing, differences, if any, with grade level taught, and whether test use differed in two very different geographic locations. In addition, differences in standardized test use and attitudes were examined in relation to differences in training in tests and measurement. Elementary, middle, and high school teachers were included in the samples. A survey form was developed, containing 12 Likert scale items regarding attitudes toward standardized tests and 20 additional questions asking for demographic information and information on the types of standardized tests used and purposes for use. Additional questions covered the level of training in testing and measurement and the grade level taught. Overall attitude toward standardized tests was assessed by asking about the perceived usefulness of such tests to the teacher. A similar question covered the usefulness of classroom tests. Significant differences in reported test use were found by grade level and by amount of training. Attitude differences were also found for grade level taught. Implications for inservice and teacher education curricula are discussed. (TJH) more...
- Published
- 1989
48. Wyoming Teachers' Use of Tests and Attitudes Toward Classroom and Standardized Tests.
- Author
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Stager, Susan F. and Green, Kathy E.
- Abstract
This report discusses the attitudes of Wyoming teachers toward tests and their use. The teachers' educational background in tests and measurement; the use of tests by teachers; and the classroom testing practices of teachers were evaluated. A questionnaire was developed and administered. The results indicated that Wyoming teachers' testing practices are consistent with results in other states. On the average, Wyoming teachers spend six hours a week constructing and giving classroom tests. They use tests to measure student achievement, evaluate their own teaching. determine grades, identify weaknesses, review material, and for ongoing assessment. Over 90 percent of Wyoming teachers believe that standardized tests are not the best way to evaluate a teacher's effectiveness. Almost 60 percent believe that teachers understand standardized test results. Over 60 percent believe that a competency test requirement for students would raise educational standards. Attitudes toward classroom tests were, on the average, slightly favorable, while attitudes toward standardized tests tended to be unfavorable. The survey instrument is appended. (DWH) more...
- Published
- 1984
49. The Effects of Aspects of Personalization, Sex, Locale, and Level Taught on Educators' Responses to a Mail Survey.
- Author
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Green, Kathy E. and Stager, Susan F.
- Abstract
Factors affecting 750 Wyoming public school teachers' response rates to a mail survey examined in this study were: personalization of the cover letter and of the envelope; grade level taught (elementary, junior, or senior high); sex of teacher; and regional characteristics (rural area, small town, or large town). Two experimental treatments were used, varying the personalization used in mailing the questionnaire. The six-page instrument concerned the use of achievement tests in the classroom. Two follow-ups were sent. The overall response rate was an acceptable 80 per cent. A log linear model was used to analyze the effects of five variables on survey returns: personalized salutation, original signature, grade level taught, sex, and population of the school's location. The response rate was significantly higher from rural areas and small towns than from larger towns. The personalization aspects did not significantly affect response rates, but an interactive effect was suggested. There were no significant effects of sex or of grade level taught. However, there were differential responses to the first, second, and third mailings by geographic locale, sex, and grade level taught. General conclusions regarding respondent characteristics would be potentially dangerous, without considering the number of follow-ups as a factor. (GDC) more...
- Published
- 1986
50. Multiple-Choice Item Difficulty: The Effects of Language and Distracter Set Similarity.
- Author
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Green, Kathy E.
- Abstract
The purpose of this study was to determine whether item difficulty is significantly affected by language difficulty and response set convergence. Language difficulty was varied by increasing sentence (stem) length, increasing syntactic complexity, and substituting uncommon words for more familiar terms in the item stem. Item wording ranged from very simple sentences to sentences involving excess verbiage and syntactic transformations. The semantic similarity of item response options was also varied, creating three levels of response set convergence. Seventeen judges confirmed the orderings of language difficulty and response set convergence for the test items, and 990 undergraduate students at the University of Washington responded to the items. Analyses of item difficulty calculated for each level of each of the two factors included an additive conjoint method, repeated measures analysis of variance, and a test of proportions. Response set convergence was an effective manipulation in the ranges studies. Language difficulty had a non-significant effect on difficulty level. (CM) more...
- Published
- 1983
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