Using Time-Varying Covariates in Multilevel Growth Models

This article provides an illustration of growth curve modeling within a multilevel framework. Specifically, we demonstrate coding schemes that allow the researcher to model discontinuous longitudinal data using a linear growth model in conjunction with time-varying covariates. Our focus is on developing a level-1 model that accurately reflects the shape of the growth trajectory. We demonstrate the importance of adequately modeling the shape of the level-1 growth trajectory in order to make inferences about the importance of both level-1 and level-2 predictors

Measuring mathematical resilience : an application of the construct of resilience to the study of mathematics

To meet the challenge of accelerating demands for quantitative literacy in the work force, improvements are needed in mathematics education. Student skill must be increased at all ability levels while also reducing the achievement gap across gender, racial and ethnic groups to increase their participation in advanced mathematics coursework and representation in mathematics related careers (National Mathematics Advisory Panel, 2008). Research has shown that affective traits such as motivation and attitude are linked to increased likelihood of taking advanced mathematics courses (Ma, 2006) and are significant predictors of improved cognitive activity and achievement (Buff, Reusser, Rakoczy,& Pauli, 2011; Ethington & Wolfe, 1986). In addition, males generally score more favorably than females on affective variables related to mathematics achievement and persistence (McGraw, Lubienski, & Strutchens, 2006; Sherman & Fennema, 1977; Wilkins and Ma, 2003). Although psychological resilience has been researched extensively (Luthar, Cicchetti, & Becker, 2000; Luthar, 2007) the study of mathematical resilience, defined as a positive adaptive stance to mathematics which allows students to continue learning despite adversity, represents a new approach (Johnston-Wilder & Lee, 2010; Rivera & Waxman, 2011). Math anxiety looks at maladaptive response to learning mathematics and is well-studied (Hembree, 1990; Richardson & Suinn, 1977; Tobias, 1978). In contrast, resilience incorporates factors associated with optimal functioning. Although mathematical resilience has been identified as important for success (Johnston-Wilder & Lee, 2010; Rivera & Waxman, 2011), little consensus exists around its definition and no measures of resilience have been rigorously developed and/or validated. Rivera & Waxman (2011) identified the use of teacher nomination of resilient students as a limitation of their study, further motivating development of an instrument. This presentation will report on efforts to develop and validate an instrument measuring mathematical resilience. Ultimately, the measure will aid in developing and testing models that gauge the role of mathematical resilience in student achievement and persistence in advanced coursework. These models can be used to develop interventions to improve mathematical resilience, achievement, and quantitative literacy (Johnston-Wilder & Lee, 2010)

Direct Vocabulary Instruction in Kindergarten: Teaching for Breadth versus Depth

The purpose of this study was to compare 2 methods for directly teaching word meanings to kindergarten students within storybook readalouds that varied in instructional time and depth of instruction along with a control condition that provided students with incidental exposure to target words. Embedded instruction introduces target word meanings during storybook readings in a time-efficient manner. Extended instruction is more time intensive but provides multiple opportunities to interact with target words outside the context of the story. Participants included 42 kindergarten students who were taught 9 target words, 3 with each method. Target words were counterbalanced in a within-subjects design. Findings indicated that extended instruction resulted in more full and refined word knowledge, while embedded instruction resulted in partial knowledge of target vocabulary. Implications are discussed in relation to the strengths and limitations of different approaches to direct vocabulary instruction in kindergarten and the trade-offs between instruction that focuses on teaching for breadth versus depth

Promoting Word Consciousness to Close the Vocabulary Gap in Young Word Learners

A proposed avenue for increasing students’ vocabulary knowledge and reading comprehension is instruction that promotes students’ enthusiasm and attention to words, referred to as word consciousness. This study seeks to investigate, at the utterance level, whether and how word consciousness talk is used in classrooms with young word learners and whether this type of talk is associated with student gains in general vocabulary knowledge. Using videotaped classroom (N = 27) observations, this study found evidence of word consciousness talk, with variability of use across classrooms. Multilevel modeling revealed that this kind of teacher talk—operationalized as reinforcing students’ use of words, affirming students’ recognition of word meanings, and helping students make personal connections to words—was positively associated with student gains in general vocabulary knowledge at the end of kindergarten. Findings from this study can provide guidance for teachers seeking strategies to increase students’ general vocabulary knowledge, beyond words taught

District administrator perspectives of current and ideal approaches to identifying and supporting student social, emotional, and behavioral needs

IntroductionLeadership support has been identified as a key facilitator to successful implementation of school-based initiatives. School leadership contributions to student academic success and school reform have been documented, but less work has focused on the effects of leadership on school mental health initiatives such as social, emotional, and behavioral (SEB) screening. Few studies have investigated administrator knowledge and support for SEB screening or compared their current and ideal approaches to SEB screening, both of which are important to informing directions for implementation supports.MethodsUsing a nationally representative sample of U.S. public school districts, we investigated tensions between school district administrators’ (n = 1,330) current and ideal approaches to SEB screening within the current study. We fit binomial and multinomial logistic regression models to determine predictors of positive, negative, or no tensions based on the administrators’ current approach to SEB screening, administrators’ beliefs about the role of schools in student SEB concerns, and district demographics.ResultsNearly half of administrators (46.7%) reported using an approach to SEB screening that was not their ideal approach. Higher beliefs scores commonly predicted administrator desire for more proactive approaches, whereas district characteristics yielded varied results.DiscussionResults call for targeted next steps, including implementation supports, funding, and knowledge building aligned with administrator and district characteristics

University student engagement inventory (USEI): psychometric properties

Academic engagement describes students’ investment in academic learning and achievement and is an important indicator of students’ adjustment to university life, particularly in the first year. A tridimensional conceptualization of academic engagement has been accepted (behavioral, emotional and cognitive dimensions). This paper tests the dimensionality, internal consistency reliability and invariance of the University Student Engagement Inventory (USEI) taking into consideration both gender and the scientific area of graduation. A sample of 908 Portuguese first-year university students was considered. Good evidence of reliability has been obtained with ordinal alpha and omega values. Confirmatory factor analysis substantiates the theoretical dimensionality proposed (second-order latent factor), internal consistency reliability evidence indicates good values and the results suggest measurement invariance across gender and the area of graduation. The present study enhances the role of the USEI regarding the lack of consensus on the dimensionality and constructs delimitation of academic engagement.Jorge Sinval received funding from the William James Center for Research, Portuguese Science Foundation (FCT UID/PSI/04810/2013). Leandro S. Almeida and Joana R. Casanova received funding from CIEd – Research Centre on Education, projects UID/CED/1661/2013 and UID/CED/1661/2016, Institute of Education, University of Minho, through national funds of FCT/MCTES-PT. Joana R. Casanova received funding from the Portuguese Science Foundation (FCT) as a Doctoral Grant, under grant agreement number SFRH/BD/117902/2016.info:eu-repo/semantics/publishedVersio

What predicts teachers’ attitudes toward the gifted?

Abstract: The present study explores teachers' attitudes toward the gifted and gifted education. Specifically, the authors examine whether teachers tailor their responses about attitudes toward the gifted to fit the perceived interests of the researcher. In addition, the authors examine several potential predictors of attitudes toward the gifted: training or experience in gifted education, training or experience in special education, and self-perceptions as gifted. A total of 262 teachers participate in the study. The perceived epistemic interests of the researcher do not affect teachers' selfreported attitudes toward the gifted. Teachers who had received training in gifted education hold higher perceptions of themselves as gifted. However, teachers' self-perceptions as gifted are unrelated to their attitudes toward gifted education. Finally, special education teachers hold slightly lower attitudes toward the gifted. The authors discuss the implications of these results for the field of gifted education. Putting the Research to Use: Those who provide training in gifted education need to reexamine the effectiveness of their training. We found that training in gifted education was not related to teachers' attitudes toward the gifted, although it was positively related to teachers' perceptions of themselves as gifted. It may be that training increases teachers' understanding of giftedness and the needs of gifted students but fails to build support for meeting those needs. Because one of the primary objectives of training is to increase attendees' attitudes toward gifted students, providers of gifted education training should consider assessing attendees before and after receiving training. Based on these assessments, trainers may need to modify their training strategies to improve participants' attitudes toward the gifted. Educators in gifted education should also forge alliances with colleagues in other fields, particularly those in the field of special education. We found that special educators were less supportive of gifted education and acceleration practices than mainstream teachers. Promoting collaboration between gifted education and special education may help to promote positive attitudes toward gifted education among special educators and general educators

Development and initial validation of the online learning value and self-efficacy scale

Recently, several scholars have suggested that academic self-regulation may be particularly important for students participating in online learning. The purpose of the present study was to develop a quantitative self-report measure of perceived task value and self-efficacy for learning within the context of self-paced, online training, and to investigate reliability and validity evidence for the instrument. Investigations of this kind are essential because task value and self-efficacy have been shown to be important predictors of students\u27 self-regulated learning competence and academic achievement in both traditional and online contexts. In Study 1 (n = 204), 28 survey items were created for the Online Learning Value and Self-Efficacy Scale (OLVSES) and an exploratory factor analysis was conducted. Results suggested two interpretable factors: task value and self-efficacy. In Study 2 (n = 646), confirmatory factor analysis suggested several survey modifications that resulted in a refined, more parsimonious version of the OLVSES. The resulting 11-item, two-factor scale appears to be psychometrically sound, with reasonable factor structure and good internal reliability. In Study 3 (n = 481), a third sample was collected, and scores from the OLVSES appeared to demonstrate evidence of adequate criterion-related validity. Instrument applications and suggestions for future research are discussed. © 2008, Baywood Publishing Co., Inc

Power Calculations

An R program to compute the theoretical power to reject a LTVC model when a CLPM model is the true model