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We examine whether one of the most popular observation systems in teacher evaluation—the Framework for Teaching (FFT)—captures the range of instructional skills teachers need to be effective. We focus on the case of special educators, who are likely to use instructional approaches that, although supported by research, are de-emphasized in common observation systems. Drawing on 206 lessons from 51 teachers, we compare FFT scores to an observation system from special education. We find that FFT’s psychometric properties are consistent with previous studies, but the system is limited in assessing the quality of instructional practices used in special education. We discuss implications of these findings for two practical uses of observations—supporting teacher development and informing human capital decisions.

Consideration of socioemotional skills in admissions potentially can increase representation of racial and ethnic minorities and women in graduate education as well as identify candidates more likely to succeed in graduate school. Research on one such assessment, the ETS Personal Potential Index (PPI), showed that the PPI produced much smaller racial/ethnic-gender group mean score differences than undergraduate grade point average (UGPA) and the Graduate Record Examinations (GRE) did. Across levels of institutional selectivity, the PPI can promote racial/ethnic and gender diversity in graduate and professional school in ways that UGPA and GRE scores do not. Predictive validity analyses showed that for doctoral STEM programs the PPI dimensions of (i) Planning and Organization and (ii) Communication Skills positively predict graduate school grade point average as well as a lower risk of academic probation, a determinant of degree progress, both alone and incrementally over UGPA and GRE scores.

In order to create conditions for students’ meaningful and rigorous intellectual engagement in science classrooms, it is critically important to help science teachers learn which strategies and app...

This study reports on validation of a writing motivation survey and its relationship with a variety of indicators of academic performance of 566 undergraduate students drawn from six US postsecondary institutions. A writing motivation survey was used to capture students’ writing goals, confidence, beliefs, and affect. Two research questions are addressed in the study: 1) What is the internal factor structure of the writing motivation survey completed by a broad range of college students? (2) Using this factor structure, how are the subconstructs of writing motivation associated with the outcomes variables of student performance and features of student writing? Our results confirmed a unidimensional structure for confidence and affect, a 3-factor structure for goals, and a 2-factor structure for beliefs. Low level but significant correlations were also identified between motivation and outcome performance measures, as well as between motivation and features of student writing. The study findings yield insights about the relationship between students’ writing motivation, college success indicators, and writing domain knowledge. These findings suggest directions for pedagogical interventions targeting both motivation and writing feature use.

The assessment of noncognitive traits is challenging due to possible response biases, “subjectivity” and “faking.” Standardized third-party evaluations where an external evaluator rates an applicant on their strengths and weaknesses on various noncognitive traits are a promising alternative. However, accurate score-based inferences from third-party evaluations requires disentangling score variance due to raters versus applicants by utilizing a multilevel factor analysis (MFA). To date, MFA is highly underutilized in the measurement field. In this study, we apply the MFA to analyze third-party evaluations using data from the Personal Potential Index (PPI). The PPI is a third-party measure used to evaluate graduate school applicants noncognitive traits to help inform admissions decisions. We analyzed 12,693 ratings of 6,249 applicants divided into two randomly selected subgroups. We conducted multilevel exploratory factor analysis with one subgroup and tested the hypothesized structure with the othe...

This article reports the results of a quasi-experimental study conducted to examine the efficacy of a new time management intervention designed for high school students. Participants were 149 students from a highly selective private high school in the northeastern United States who were in the ninth grade. Half of the students participated in a 5-week intervention, which involved an assessment of time management, feedback, and action plans, and 5 weekly homework assignments. After the intervention, academic advisors who were blind to condition rated student time management behaviors. Ratings were higher for the treatment group than for the control group. This difference reached significance for students who began the intervention low in time management skills. Implications and suggestions for improving the intervention are discussed.

International institutions have been increasingly using the GRE® revised General Test to admit students to graduate programs. However, little is known about how scores from the GRE revised General Test are used in the admission process outside of the United States and their validity in predicting graduate students' performance (e.g., their graduate school grade point averages [GGPAs]). As the GRE revised General Test was launched in August 2011, there is a compelling need to investigate its predictive validity, particularly in an international context. A large percentage of examinees who take the GRE revised General Test from outside of the United States are citizens of Asian countries. Consequently, we examined how scores from the GRE revised General Test predict a range of graduate student performance outcomes at a Singaporean institution that represents the highest caliber of academic excellence in Asian countries. We also interviewed key members of the admissions committees to understand how the GRE revised General Test and its individual sections are used in the admission process. Our analyses revealed that scores from the GRE revised General Test predicted GGPA and program standing. In particular, these scores showed incremental value beyond undergraduate GPA (UGPA) for predicting GGPA. Furthermore, among enrolled students, those who submitted scores from the GRE revised General Test in application had significantly higher GGPAs than those who did not. These findings largely apply to both doctoral and master's students.

Differential item functioning (DIF) analyses have been used as the primary method in large-scale assessments to examine fairness for subgroups. Currently, DIF analyses are conducted utilizing manifest methods using observed characteristics (gender and race/ethnicity) for grouping examinees. Homogeneity of item responses is assumed denoting that all examinees respond to test items using a similar approach. This assumption may not hold with all groups. In this study, we demonstrate the first application of the latent class (LC) approach to investigate DIF and its sources with heterogeneous (linguistic minority groups). We found at least three LCs within each linguistic group, suggesting the need to empirically evaluate this assumption in DIF analysis. We obtained larger proportions of DIF items with larger effect sizes when LCs within language groups versus the overall (majority/minority) language groups were examined. The illustrated approach could be used to improve the ways in which DIF analyses ...

Results from a survey of 227 adult English learner (EL) faculty in community and technical colleges in the United States reveal a clear desire to better serve adult ELs, but a lack of resources specifically designed to do so. Faculty want and need more resources to support the teaching and learning process, in the form of thoughtful assessments, materials, and an underlying evidence base that can guide and improve educational opportunities for adults learning English. Findings also reveal that information about student background knowledge and skills, which research deems essential to effective instruction, is not always accessible to faculty. Even with measurement tools that do exist, faculty express low to moderate satisfaction, leading to limited insight into students' reading, writing, speaking, listening, and college and career readiness skills on a granular, teachable level. Implications that inform practice with adult ELs and further research, development, and policy are discussed.

Given the serious consequences of making ill-fated admissions and funding decisions for applicants to graduate and professional school, it is important to rely on sound evidence to optimize such judgments. Previous meta-analytic research has demonstrated the generalizable validity of the GRE® General Test for predicting academic achievement. That research does not address predictive validity for specific populations and situations or the predictive validity of the GRE Analytical Writing section introduced in October 2002. Furthermore, much of the past GRE predictive validity research is primarily based on approaches that are correlational and univariate only. Stakeholders familiar with GRE predictive validity mainly in the form of zero-order correlation coefficients might automatically interpret the usefulness of the GRE solely through the prism of Cohen's (1988) guidelines for judging effect sizes and without regard to the larger context. However, by using innovative and multivariate approaches to conceptualize and measure GRE predictive validity within the larger context, our investigation reveals the substantial value of the GRE General Test, including its Analytical Writing section, for predicting graduate school grades.

Fluency is an essential part of skilled reading that has only recently begun to receive its deserved attention. However, programs that meaningfully engage adult learners in fluency training have not been widely explored in research. In this article, the authors describe an evidence-based adult Guided Repeated Reading program developed for low-literate adult learners (reading at the seventh-grade equivalent or below). Lessons incorporated teacher-guided, choral, paired, and other repeated readings of these texts, supplemented by lessons that build on prior knowledge, embedded phonics and vocabulary, comprehension, and reading strategy support. The program has been implemented in a national efficacy study of reading in adults. Outcomes and future implications of the implementation are discussed.

This article reports on pre to post changes found in learners who participated in the Relative Effectiveness of Adult Literacy (REAL) reading interventions study (n = 81). Changes reported cover the types of texts learners read, the frequency of self-reported reading, perceptions of how well they read the texts, and their perceptions of how skilled they were at various reading-related tasks. Relationships among the changes in habits and perceptions and reading achievement are explored. For 36 of the 81, a six-month follow up interview was conducted.

Background: This research was conducted to examine whether people high in emotional intelligence (EI) have greater well-being than people low in EI. Method: The Situational Test of Emotion Management, Scales of Psychological Well-being, and Day Reconstruction Method were completed by 131 college students. Results: Responses to the Situational Test of Emotion Management were strongly related to eudaimonic well-being as measured by responses on the Scales of Psychological Well-being (r = .54). Furthermore, the ability to manage emotions was related to hedonic well-being, correlating with both the frequency of experienced positive affect and the frequency of experienced negative affect, as measured by the Day Reconstruction Method. Conclusion: Two aspects of these results suggest a relationship between EI and well-being. First, the observed relationship between ability EI and psychological well-being is the largest reported in the literature to date. Second, this study is the first use of the Day Reconstruction Method to examine the relationship between well-being and EI. Results are discussed in terms of the potential for training emotion management to enhance well-being. Methodological advances for future research are also suggested.

A prototype compact magnetic separator device for human blood detoxification was characterized using blood-mimicking fluid (ethylene glycol-water solution) as well as whole blood. Magnetic separation at various applied magnetic fields (0.125, 0.33, and 0.44 T) and various flow rates (3.1–29.5 ml/min) showed that the device could efficiently separate magnetic spheres from blood-mimicking fluid at a moderate applied magnetic field (for example

The prevalence of psychosocial problems and their associations among University students in Uganda has received very little research attention. Yet, this information is important to provide data to assist in mental health policy formulation for counseling intervention among the vulnerable university students populations in Uganda. The study objective was to investigate the prevalence, types, distribution and associations of psychosocial problems among university students in Uganda. It was part of a larger PhD study that validated an instrument for assessing university students’ psychosocial problems in Uganda. This study employed a descriptive cross sectional survey technique. Five universities participated in a survey conducted during the 2012/13 academic year. Out of 1101 approached students, 976 (88.6%) completed the survey which included a socio-demographic questionnaire, study program characteristics, medical health questionnaire and the University Students Evaluation of Psychosocial Problems (USEPP) instrument which was used to evaluate the psychosocial problems. The prevalence, types and distribution of psychosocial problems among the students was established using descriptive statistics and regression analysis established the relationship between psychosocial problems and the correlates of interest. The estimated prevalence of psychosocial problems among the university students was 36.5%. Students living in off- campus hostels, having chronic medical conditions, and those with a previous history of mental health problems and who perceived their health as poor/fair were at a higher risk of psychosocial problems. These findings highlight to the need to initiate policies to address the students’ psychosocial problems.

Establishing the nature of psychosocial problems for effective intervention through quantitative assessment by university counselors in Uganda is impeded for lack of instruments that are developed or validated in their own environments or they are too costly on the market. This has left many vulnerable university students and the university mental health very much compromised. The aim of the study was to develop a psychometrically sound psychosocial instrument that could be used to identify psychosocial problems among university students for professional intervention. An exploratory, cross-sectional study employing random sampling technique with both qualitative and quantitative approaches was used in the development and validation of the instrument. Respondents from university students and key informants were involved. The resulting 17-item USEPP (University Students Evaluation of Psychosocial Problems) was interpreted as a four dimensional measure of psychosocial problems namely, emotional, concerns, trauma experiences, antisocial behavior, and academic concerns among university students. USEPP cut off point was established at 18 and it reported sensitivity at 99.1% (95% CI = 95-100), specificity at 98.03% (95% CI = 96-99) p < 0.0001, +PV = 95, -PV = 96. AUC (area under curve) = 0.997. It has an internal consistency of 0.81. It was validated with HSCL-10 a psychological distress instrument. The validation indicated that USEPP measures psychosocial factors, it discriminates university students with or without psychosocial problems and that it can predict psychological distress. USEPP may be used to screen for psychosocial problems among university students for early intervention and for research purposes.

To compare the efficacy of instructional programs for adult learners with basic reading skills below the seventh grade level, 300 adults were randomly assigned to one of three supplementary tutoring programs designed to strengthen decoding and fluency skills, and gains were examined for the 148 adult students who completed the program. The three intervention programs were based on or adapted from instructional programs that have been shown to benefit children with reading levels similar to those of the adult sample. Each program varied in its relative emphasis on basic decoding versus reading fluency instruction. A repeated measures MANOVA confirmed small to moderate reading gains from pre- to post-testing across a battery of targeted reading measures, but no significant relative differences across interventions. An additional 152 participants who failed to complete the intervention differed initially from those who persisted. Implications for future research and adult literacy instruction are discussed.

The current paper reports the results of 2 quasiexperimental studies conducted to examine the efficacy of a new time management intervention designed for high school students. In both studies, there was no difference between the treatment and control groups in improvement in self-reported time management skills as a result of the intervention. However, the treatment group reported significantly greater improvement than the control group for secondary outcomes such as stress (Studies 1 and 2), anxiety (Studies 1 and 2), depression (Study 1), and knowledge of time management strategies (Study 1). Additionally, advisor ratings of student time management skills were higher for the treatment than for the control group in Study 2. Implications and suggestions for improving the intervention are discussed.

The nature, scale, and proliferation of conflicts--particularly interstate conflicts--in this post-cold war era are undermining development in a wide range of countries, threatening national and regional stability in some areas and diverting international attention and scarce resources from pressing development problems. In recent years operations in countries emerging from conflict have become a significant proportion of the Bank's portfolio. The costs of reconstruction can be large, requiring the international community to act in concert. The Bank needs to consolidate its learning and more clearly define its evolving role to ensure that its comparative advantage is put to its best use, and that its operations realize the potentially high returns to reconstruction activities. This report first examines the impact of conflicts on international development efforts. Then it briefly discusses the factors that can precede, sustain, or re-ignite conflict. Subsequent sections deal with the need to integrate the issue of conflict prevention into the overall development paradigm, the challenges of post-conflict reconstruction, and the roles of various players that are part of the international response. It then sums up Bank experience to date and reviews its emerging role in post-conflict reconstruction, and its strengths and weaknesses in fulfilling this role. Finally, it makes recommendations to improve Bank responsiveness to the realities of post-conflict situations.

In the United States, English learners (EL) often do not have the academic language proficiency, literacy skills, cultural background, and content knowledge necessary to succeed in kindergarten through 12th grade classrooms. This leads to large achievement gaps. Also, classroom texts are often riddled with linguistically unfamiliar elements, including: unfamiliar vocabulary, idioms, complex phrases or sentences, morphologically complex words, and unfamiliar discourse relations. Lack of familiarity with linguistic elements may result in gaps in a learner's comprehension of key content. It is not feasible for teachers to develop additional curriculum for the needs of all ELs in a classroom (who often come from culturally and linguistically diverse backgrounds.) However, it is feasible for teachers to develop instructional scaffolding (support) that helps ELs and can be used with all students. To develop effective scaffolding, teachers need to be able to reliably identify linguistic features in texts that could interfere with content comprehension. Language MuseSM is a web-based application designed to support teachers in the identification of linguistic features in texts and in the development of linguistically focused instructional scaffolding. With regard to system itself, we will discuss (a) the system's motivation, (b) the system's linguistic feedback and instructional authoring components, which are driven by natural language processing, and (c) the system's infrastructure for capturing teachers' system use. In addition, we will also discuss preliminary pilot study findings with three teacher professional development programs. These findings suggest that exposure to Language Muse's linguistic feedback can support teachers in the development of lesson plan scaffolds designed to address language learning needs.

This annotation study is designed to help us gain an increased understanding of paraphrase strategies used by native and nonnative English speakers and how these strategies might affect test takers' essay scores. Toward that end, this study aims to examine and analyze the paraphrase and the types of linguistic modifications used in paraphrase in test-taker responses and differences that may exist between native and nonnative English speakers. We are also interested in how these factors might influence final essay score. Outcomes discussed in this report can be used to inform the development of new e-rater® scoring engine features that capture information related to paraphrase, specifically in nonnative speaker responses to the TOEFL® exam integrated writing task.

In this research investigation of score comparability for language minority students (English language learners [ELLs] and former English language learners), we examined 3 indicators of score comparability (reliability, internal test structure, and differential item functioning) for 4th and 8th grade students who took the NCLB-mandated content assessments in English-language arts and mathematics in 2 different U. S. states. Overall, for the 8 assessments we examined, a high degree of score comparability was found for ELLs and former ELLs, when compared with native English speakers. The results from this study showed that although the assessments from the 2 states differed somewhat with respect to the 3 indicators, a high degree of score comparability was found for both states' content assessments.

This study was designed to answer the three following questions: (1) Are glucocorticoids as protective in Gram-negative bacteremic shock as they are in endotoxic shock? (2) Is there any difference in efficacy between a bacteriostatic and a bactericidal antibiotic in bacteremic shock? (3) Does the combination of glucocorticoid with antibiotic potentiate the individual protective effects of both? Bacteremia was induced in male Sprague-Dawley rats by a single intravenous injection of viable Escherichia coli . The results showed that dexamethasone sodium phosphate alone afforded significant protection against Gram-negative bacteremic shock up to eight hours after challenge. The choice of a bactericidal vs a bacteriostatic antibiotic did not influence the survival rates in this study. The survival rate was maximal when dexamethasone was used with both ampicillin sodium and gentamicin sulfate.