Browsing by Subject "Educational Psychology"

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Academic-based after school programming: a matched pairs follow-up study.
(2009-11) Varro, Patrick James
The purpose of this study was to expand the knowledge base on academic after-school programs. The majority of evaluations conducted in this area have occurred while the program was still in operation. There is a dearth of studies conducted examining any potential long term effects of participation. The current study was conducted to follow-up a matched pair sample of participants and non-participants of an academic based afterschool program that operated in eight inner-city schools from June 2000 to May 2003. Specifically, this study was conducted to ascertain the degree to which previous participation in an after-school program impacted students' academic achievement, school day attendance, and discipline events. Statistical analyses revealed that there were no significant differences between participants and similar non-participants in the aforementioned areas. Furthermore, the frequency of after-school program participation was not found to be a significant mediating variable. Finally, a discussion of the results, limitations and merits of the study, and practical implications for future research was included.
American Indian Vietnam combat veterans: how out-of-home placement and having a veteran primary care giver are associated with features and symptoms of trauma.
(2008-12) Yaekel-Black Elk, Julie Kay
It was the purpose of this study to examine the relationships among American Indian Vietnam combat veterans' childhood experiences: extra-cultural placement and having a veteran primary care giver, and features and symptoms of Post Traumatic Stress Disorder. Participants were 150 American Indian Vietnam combat veterans from the Midwest. This study examined scores from two dependent measures: Traumatic Attachment Belief Scale (TABS) and the Mississippi Combat PTSD Scale-Short Form (M-PTSD Short Form). The two independent measures were: veterans who experienced extra-cultural placement or those who did not experience extra-cultural placement, and veterans who had a veteran primary care giver as a child or who did not have a veteran primary care giver as a child. Research findings indicated that veterans who experienced extra-cultural placement were significantly more likely to have experienced incarceration and homelessness. There were no significant differences in alcohol and drug treatment between those who had experienced extra-cultural placement and those who had not. There were no significant differences found if participants had a veteran primary care giver or not in homelessness or treatment for alcohol or drug abuse. Those who had a veteran primary care giver were found to be significantly more likely to experience incarceration than those who did not. Research findings also showed that participants who experienced actual or threatened homelessness were also more likely to experience incarceration and alcohol or drug treatment. The impact of trauma on beliefs about others' safety was significantly greater than the impact of trauma on beliefs about self-safety, trust of others or of self-esteem toward others or toward self, and of intimacy with self or others. Other differences in these constructs were found. Significant differences were not found in the impact of trauma on features and symptoms of PTSD as a function of the absence of extra-cultural placement or extra-cultural placement or having a non-veteran or veteran primary care giver. Finally, there were significant associations between the impact of trauma on beliefs about self and others, features and symptoms of PTSD, no extra-cultural placement/extra-cultural placement, and having a non veteran or veteran primary care giver.
Analysis of two randomized field trials testing the effects of online vocabulary instruction on vocabulary test scores.
(2011-09) Fehr, Charles Norman
Learning to read requires knowledge of word meanings for those words most commonly encountered in basic reading materials. Many young students lack the basic vocabulary knowledge needed to facilitate learning to read. Two randomized studies were conducted to test the effects of an online, computer-adaptive vocabulary instruction program designed to provide remedial instruction on word meanings for high frequency words. Study 1 was small in scope (N = 43) and tested whether the program could improve word knowledge on a corpus of 100 target words taught to all students in the treatment group. Study 2 was larger in scope (N = 192) and tested whether more extensive use of the computer-adaptive program, which teaches students individualized sets of words from a 4000 word corpus, could improve vocabulary test scores. Scaling up from 100 words in Study 1 to 4000 words in Study 2 necessarily corresponded to a proportionally equivalent decrease in posttest sensitivity to changes in students' vocabulary knowledge. It is argued that such a decrease in standardized test sensitivity requires post-intervention analyses to be conducted at the item-level rather than the posttest total score level. These studies suggest that computer-delivered vocabulary instruction may be an efficient mechanism for remediation of vocabulary deficits. Assessment of post-intervention results at the item-level may be appropriate in other attempts to scale up curricula from pilot studies to classroom use.
Anxiety's effect on the experience of supervision of genetic counseling students
(2013-08) MacFarlane, Ian Michael
Genetic counseling has been a recognized profession in North America for over 40 years. Supervised clinical experiences with patients comprise a critical component of genetic counseling student education. Previous research has found genetic counseling students s tend to be more anxiety prone than the general population (Jungbluth et al., 2011), and anxiety related to supervision has been found in genetic counseling (e.g., Hendrickson et al., 2002) and related fields (e.g., Skovholt & Ronnestad, 2003). The present study investigated how anxiety affects the experience of supervision for genetic counseling students. Second year genetic counseling students (~N = 200) were invited to participate through email invitations distributed via training directors of the 33 programs accredited by the American Board of Genetic Counseling. The initial online survey contained the trait scale of the State-Trait Anxiety Inventory (STAI; Spielberger et al., 1983) to estimate anxiety proneness in this population and an invitation to participate in a 1-hour interview focusing on students' experiences in supervision. The interviews questions investigated seven research questions focusing on satisfaction with training, interactions with patients and supervisors, perceptions of the structure and processes of supervision, and experiences related to anxiety. High, moderate, and low trait anxiety groups were created using STAI scores, and the high and low groups' interview responses were compared using consensual qualitative research methodology (CQR; Hill, 2012). Analysis discovered relatively few differences between groups. The high anxiety group was more likely to describe problematic supervisory relationships, appreciate the supervisor's ability to help them when they get stuck in sessions, and feel their anxiety had a negative effect on their performance in general and in supervision. Common themes included supervisors' balancing support and guidance, the importance of feedback, ego-centric responses, and supervisors as focal points. Students unanimously reported positive levels of satisfaction with their clinical rotations in general and supervision specifically. The results of the present study are largely consistent with the literature, including recently published supervision competencies (Eubanks Higgins et al., 2013). Further research findings and research, practice, and training recommendations are provided.
The association between math teachers' moral judgment development and self-efficacy beliefs, and their relationship with student achievement
(2014-09) Chears-Young, Julia Beatrice
The purpose of this study is to explore the association between teachers' moral judgment development and perceived self-efficacy, and their relationship to change in student achievement. Studies in professional ethics have shown a positive link between levels of moral judgment development and dimensions of professional behavior. However, little research exists concerning the professional behavior of K-12 school teachers. The theoretical framework for the study derives from the bodies of research on moral judgment development (Kohlberg, 1976; Rest, 1979; Rest, Narvaez, Bebeau, & Thoma, 1999a, 1999b) and perceived self-efficacy (Bandura, 1997; Tschannen-Moran & Woolfolk Hoy, 2001), in which both are dimensions of Rest's four component model of morality (FCM). In Rest's model, there are four psychological processes that interact with each other in order for a moral action (behavior) to occur. Moral judgment -the decision, action, or choice associated with right and wrong - is the second of the four processes. A fourth process, referred to as moral character or moral implementation, includes the personal qualities (i.e., self-efficacy) and competencies required when carrying out a moral action. Bandura's work on perceived self-efficacy, which centers on individuals' beliefs or judgments about their capabilities in the classroom, is particularly relevant for K-12 school teachers. Research on teachers' perceived self-efficacy has shown a positive association between teachers' self-efficacy beliefs and student achievement outcomes. Participants in this study included 71 active elementary classroom and secondary mathematics teachers from an urban school district. An ANOVA and correlational analyses showed a positive significant association between maintaining norms moral schema as assessed by the Defining Issues Test 2 (DIT2) and the Teacher Sense of Efficacy Scale - short form (TSES). The results also showed a positive significant association between maintaining norms moral schema and TSES' classroom management subscale. As well, an ANOVA and correlational analyses showed a negative significant association between DIT2 postconventional moral schema and the TSES total score, and a negative significant association between postconventional moral schema and TSES' classroom management subscale. Three progressive HLM models were tested to determine the amount of variance accounted for by teachers' moral reasoning and self-efficacy beliefs at the student and classroom levels. Maintaining norms was determined to be significant in predicting students' NCE gain scores on the state's Augmented Benchmark Math Exam. For teachers who were identified as predominately using maintaining norms arguments, their students on averaged scored 3.56 points higher than those students whose teachers were identified as personal interest or postconventional. These findings could imply that teachers who are in maintaining norms may be more apt to comply with rigid school and classroom rules and norms, and thereby experience fewer interruptions during instruction, which could ultimately result in higher achievement gains.
A case for mindfulness practice in fostering multicultural competence in counseling
(2014-08) Tourek, Samuel Christopher
Clear and alarming disparities in mental health service and utilization exist between ethnic minorities and non-minorities. Research in the field of counseling psychology has been vigilant in naming this issue, and multicultural counseling competence (MCC) has been identified as an essential, ethical component to best practice in therapy. However, despite these efforts, action has been inadequate and slow to address the needs of substantial portions of the population. A contributing factor in the delay to amend these disparities is the lack of clarity about exactly what constitutes MCC, and how it is achieved, demonstrated and/or experienced. The present study offers mindfulness meditation as a potential vehicle for cultivating multicultural competence in therapists. Research in the field that combines MCC and mindfulness is virtually non-existent. As such, this study explores the relationship between MCC and mindfulness among 123 therapists at college and university counseling centers across the country. Survey data collected included demographic information, and the completion of the Multicultural Awareness, Knowledge, and Skills Survey- Counselor Edition- Revised Outcome (MAKSS-CE-R) and Five Facet Mindfulness Questionnaire (FFMQ). Correlation and regression analyses were conducted for all participants and also for White-identified participants only. Data analysis revealed that positive relationships do exist between the MAKSS-CE-R and the FFMQ, and also between their respective subscales. Exploratory analyses revealed Gender to be a significant moderator of FFM-Observing when predicting MAKSS-CE-R-Total score among all participants and among White-identified participants. FFM-Non-judging was also moderated by Gender as a significant predictor variable among White-identified therapists. Results suggest that MCC and mindfulness are related, and that mindfulness may account for a respectable amount of the variance in MCC score as measured by the MAKSS-CE-R.
A comparison of academically-successful struggling adult readers' and academically-successful non-struggling adult readers' fluency skills: Implications for college reading instruction
(2008-09) Willcutt, Jennifer Ruth
Students who are struggling readers manage to succeed in college despite their difficulties. How do they manage to overcome their reading difficulties? This study addressed this research question both quantitatively and qualitatively. The quantitative analysis of reading skill was necessary to measure and compare the fluency achievement of adult struggling readers who have succeeded in obtaining some postsecondary education with their typical adult reader peers. How fluent are these successful struggling readers, as measured by their grade level of word recognition, their reading rate and comprehension, and their performance on a lexical decision task? The qualitative survey and interviews were used to learn the reading, study, and social strategies that successful struggling readers have used to overcome their reading difficulties in college. Twenty-two self-identified adult struggling readers with some postsecondary education were compared to twenty-three typical adults readers enrolled in 4-year undergraduate and graduate school courses. One-way analysis of variance was used to test differences between the groups in reading fluency. Results indicate that there are no significant differences in word-recognition accuracy between typical and struggling readers on high-frequency real word identification; however, there are significant differences between typical and struggling groups on the recognition accuracy of non-words of 4, 5, and 6 letters in length. There are also significant differences between struggling and typical readers on 3, 4, and 5-letter, high-frequency word recognition latency, and 3, 4, 5, and 6-letter non-word recognition latency. Successful struggling readers report that they don't do a lot of reading, but when they do read, it takes them longer, they must take copious notes, and their reading is likely to be nonfiction that is related to their career goals. Academically-successful struggling readers also develop relationships with people who can help them succeed. College reading instructors can use these findings to help students choose appropriate materials and develop their reading fluency skills.
Comparison of concurrent and separate multidimensional IRT linking of item parameters.
(2008-11) Simon, Mayuko Kanada
With the No Child Left Behind Act of 2001 (NCLB) and the concept of adequate yearly progress, measuring growth across years is becoming more important. In vertical scaling where two tests have different difficulty levels and are given to different grade level students and there may be construct shift between grades, the IRT assumption of unidimensionality would appear implausible. There are a few studies comparing separate Multidimensional Item Response Theory (MIRT) linking methods, however, none of them have compared concurrent calibration and separate MIRT linking. The purpose of this simulation research is to compare the performance of concurrent calibration and four separate linking methods. Based on the results from the studies of Unidimensional IRT (UIRT) concurrent and separate estimation methods, it was predicted that, in MIRT linking, concurrent linking would perform better than separate linking methods when groups are equivalent. As in the unidimensional IRT situation, separate estimation was expected to perform better than concurrent calibration with the nonequivalent groups design. Independent variables were; sample size, test length, group equivalence, correlation between the two ability dimensions, and five estimation methods of MIRT linking (concurrent calibration, the test characteristic function (TCF), the item characteristic function (ICF), the direct method, and Min's methods). RMSE and bias were applied as the indices of linking quality. The results of this study suggest that concurrent calibration generally performs better than separate linking methods even when groups were non-equivalent with 0.5 standard deviation difference between group means and the correlation among ability dimensions was high. Concurrent calibration benefited more from a larger sample size than did separate linking methods with respect to all item parameters, especially with a shorter test form. Among separate linking methods, the ICF method tended to perform better than other separate linking methods when groups were non-equivalent, while Min's method did not perform as well as other methods. With equivalent groups, all separate linking methods performed similarly. A discussion of the limitations of the study and possibilities for future research is included.
A consideration of issues related to the confirmatory factor analysis of the evaluation use and evaluation involvement scales
(2011-05) Johnson, Gina Marie
Factor analysis as a methodological technique has been continually improved and updated for use with data with a variety of characteristics, though the default settings on most software packages assume the use of continuous, normally distributed data. Evaluators planning to use confirmatory factor analysis (CFA) with ordinal survey data measured with intensity response format items must be aware of the special characteristics of their data as well as the decisions these characteristics necessitate in the CFA process. While completing CFAs on data collected using the Evaluation Use and Evaluation Involvement Scales, data characteristics and analysis criteria specific to ordinal data were considered. Guidelines for evaluators interested in completing CFA of data with similar characteristics are presented.
Critical incidents in the identity development of second-generation South Asian women.
(2009-07) Banerjee-Stevens, Devjani
This qualitative study set out to describe the process of developing a more integrated bicultural identity for second-generation South Asian women as they transitioned from adolescence into adulthood in a Western, pluralistic culture. Through semi-structured interviews, the researcher identified critical incidents that illuminated the participants’ dual identities and caused them to think about their identities in a different way. Analysis of the results illuminated four domains related to the bicultural identity development of second-generation South Asian women: (a) Feeling Different, (b) The Imposter Syndrome, (c) Family Connections, and (d) Finding Authenticity. This exploratory study suggests that the journey toward an integrated, bicultural identity is not linear. That is, some incidents and relationships may cause one to feel more positively about how compatible one's cultures are, where another event may have a more negative impact. Also, a similar critical incident may impact two second-generation South Asian women quite differently, depending on where she was in her bicultural identity development at the time the incident occurred. This, then, seems to be the overarching theme of this research: second-generation South Asian women appear to be attempting to find an "authentic identity" that encompasses their Indian and American values.
Development of the adolescent exploratory and risk behavior rating scale.
(2009-07) Skaar, Nicole Renee
Adolescence is a time when risk behaviors begin to increase through experimentation with health risk behaviors such as substance used and reckless driving and exploratory risk behaviors such as asking someone on a date and standing up to peers. It is likely that some risk-taking is necessary in the course of social and academic development throughout childhood and adolescence. A shift in the adolescent risk behavior research from a focus on health related behaviors to physical and psychological well-being with a link to educational attainment has gained strength, but the goals of this movement are incomplete. Research is needed to better understand the positive outcomes of health risk and exploratory risk behaviors, and a measure that includes both exploratory risk behavior and health risk behavior is needed. The Adolescent Exploratory and Risk Behavior Rating Scale (AERRS) was developed to address this need. The AERRS was developed using both classical test theory and item response theory methods. The participants were 682 high school students in the Midwest. The results suggest that the developed measure has adequate reliability. The initial examination of validity resulted in a factor structure in which health risk behaviors and exploratory risk behaviors fall into separate factors with some gender differences noted. The item response theory results suggest that risk behavior is a spectrum of behaviors with exploratory behaviors falling on one end and health risk behavior on the opposite end of the spectrum. It was concluded that the AERRS is a reliable measure that has the potential to become a key assessment that has many potential uses in both academic research and applied settings, such as schools.
The development of the Minnesota Visual Autism Symptom Scale (MN-VASS)
(2010-05) Halpin, Diane Estelle
The development and psychometric characteristics of the Minnesota Visual Autism Symptom Scale (MN-VASS) was described. The relationship between the literature surrounding autism symptoms, the diagnostic criteria for autism, and the resulting content of subscales was presented. Item analyses were conducted using item total correlations. All of the item total correlations were above .30, suggesting adequate item functioning. Two internal consistency estimates of reliability were computed for the MN-VASS: a split-half coefficient expressed as a Spearman-Brown corrected correlation and coefficient alpha. For the split-half coefficient, the scale was split between whole subscales so that the traits of autism measured on the scale would be equally divided between the halves. The value was .89 for split half and .90 for coefficient alpha, suggesting satisfactory reliability. Test Retest reliability was reported as a correlation coefficient of .90 for the entire scale (n=22), with subscale correlations ranging from .63 to .93. Inter rater agreement was between 60% and 87%. Convergent validity was investigated between the Childhood Autism Rating Scale and the MN-VASS. A correlation of .89 was reported between the two scales. Teacher/therapist evaluations of the scale suggest that the MN-VASS is a useful and valid measure of the important and teachable behaviors which can be addressed through a program of instruction for children on the autism spectrum.
The effect of small learning communities on indicators of student progress.
(2009-06) Bemel, Cheryl Stone
The purpose of this study was to examine the effects of two different small learning community (SLC) models on indicators of student progress. Participants were 100 students enrolled in a large urban high school in a Midwestern state as well as 23 of their teachers. Of the two small learning community models studied, one was reportedly a high-functioning SLC while the other model was considered poorly-functioning. Students from the poorly functioning SLC were placed into the higher-functioning SLC and comparisons were made. After controlling for pre-test measurement error, increases in attendance were associated with placement in a higher-functioning SLC after one year. Qualitative analysis provided further support to the finding; students' perceptions of their school experience improved after re-placement. Implications of results in terms of the efficacy of SLCs, future directions for SLC research, and the importance of relationships in the educational arena are discussed.
The effects of African American and European American males' behavior styles on preservice teachers' ratings of acceptability, achievement, and aggression.
(2010-12) Cichy, Bryan Ervin
African American students are overrepresented in the category of Emotional Disturbance under the Individuals with Disabilities Education Act across the United States. This study examined how preservice teachers rated African American and European American students on three ratings scales across four culturally mediated behaviors: (a) movement style, (b) self advocacy style, (c) greeting style, and (d) volume of voice. The three dependent variables were an author-created acceptability index and the achievement and aggression scales from the Adjective Checklist (Gough & Heilbrun, 1983). Subjects included 211 preservice teachers enrolled in graduate level education courses. Preservice teachers were divided into groups and shown 4 of 16 videos depicting African American and European American students engaging in typical school behaviors in culturally mediated manners. Factorial analysis of variance was used to analyze the data. Preservice teachers rated European American behavior styles as more favorable than African American styles in 8 of 12 effects studied and African American behavior styles as more favorable in 2 of 12. Fewer significant effects were found strictly on the basis of the race of the students with 3 of 12 effects showing students of African American race as more favorable and 1 of 12 effects showing students of European American race as more favorable.
Effects of cooperative, competitive, and individualistic learning structures on college student achievement and peer relationships: a series of meta-analyses
(2013-06) Hilk, Caroline Lual
This series of meta-analyses investigates the effects of social interdependence (cooperative, competitive, and individualistic learning structures) on achievement and peer relationships among college students. This study quantitatively synthesized the literature on the effects of social interdependence on achievement and peer relationship outcomes based on 1,204 effect sizes from 231 experimental studies involving 37,422 college and graduate-level students. The overall effects of cooperative compared to competitive and individualistic learning structures on achievement resulted in moderate effect sizes (g = .42 and .36 respectively. The estimated effects of cooperative learning on peer relationships was statistically significant and positive for the comparison to competitive structures (g = .88) and individualistic structures (g = .71). These findings are consistent with the conclusions of previous meta-analyses examining this population. Explanatory models were constructed to examine the variance in effect sizes and the potential influence of several moderating variables including: unit of measure (group vs. individual measures), level of cognitive task (high vs. low complexity), and methodological quality of primary studies (high, moderate, low quality). Only unit of measure was identified as a statistically significant contributor to the overall variance in the effect size for achievement when comparing cooperative and individualistic learning structures. Possible reasons for the remaining unexplained variance in these meta-analyses, along with implications for practice and future directions for research, are also offered.
Effects of graphical feedback and coaching on the quantity and quality of parent-child language interaction.
(2011-05) Rafdal, Brooke H.
The purpose of this study was to determine the effectiveness of an intervention to enhance the quantity and quality of parent-child language interactions among families experiencing multiple social and environmental risk factors. Four mother-child dyads participated. Participants were recruited through local agencies that provided services to families. All dyads were monolingual, English speaking, living below the federal poverty line, and exhibiting low levels of parent-child language interaction at baseline. A multiple baseline design across mother-child dyads was employed to evaluate two levels of intervention: 1) parent education about the importance of talk in conjunction with graphical feedback; 2) direct parent training in language promotion strategies in addition to parent education and graphical feedback. Dependent variables included adult word count, child vocalization count, and conversational turn count collected during a 2-hour intervention period. Data were collected using the Language ENvironment Analysis (LENA) system in the participant's natural home environment. Visual inspection of multiple baseline data indicated that the intervention was effective at increasing the amount parents talked to their children as well as the amount the children vocalized and the number of dyadic verbal exchanges the parent and child shared. The second phase of intervention, which included direct parent training on language promotion strategies, had the greatest impact on adult word count, child vocalizations, and conversational turns for 3 out of 4 dyads. Directions for future research and implications for implementing home-based language environment interventions are discussed.
The effects of interest on inference generation while reading.
(2011-09) Clinton, Virginia Elizabeth
A positive association between interest and learning from texts has been well noted in the literature. However, the cause of the positive association between interest and learning from text is uncertain. The primary purpose of this dissertation was to examine a potential cause, inference generation, of the positive association between interest and learning from texts. Sixty undergraduate students participated in Experiment 1 by reading two scientific texts and writing recalls and answers to comprehension questions. Topic interest and text-based interest were measured using self-reports. The results indicated that topic interest and text-based interest were indeed positively associated with learning from texts. In Experiment 2, sixty-nine undergraduate students participated by completing the same measures as the participants in Experiment 1, with the inclusion of the think-aloud task while reading. The results from Experiment 2 indicated that topic and text-based interest were both found to be positively associated with inference generation. Subsequent analyses indicated that inference generation explained (as a mediator) the positive association between both topic and text-based interest and accurate answers to comprehension questions. In contrast, inference generation was statistically independent from the positive association between topic interest and recall. Inference generation affected the strength of (as a moderator) the positive association between text-based interest and recall. The findings from both experiments are discussed in the context of interest and text comprehension theories, specifically in regards to standards of coherence. The secondary purpose of this dissertation was to determine the usefulness of Wii Fit boards as a cost-effective means of incorporating gross body movements as an indirect measure of interest. Gross body movement data from forty-two of the participants in Experiment 1 was measured while the participants read the experimental texts. The findings indicated that interest and learning from text were negatively associated with both leaning back and shifting in one's seat. These findings are discussed in the context of embodied theories of cognition.
The effects of progress monitoring and consultation on emergent literacy performance as measured by the individual growth and development indicators.
(2009-08) Hollman, Alisha Kay
An increased emphasis on data-based decision making has resulted in pressures on educational institutions to find new and innovative ways to reach and assess students at younger and younger ages. At the preschool level progress-monitoring tools are being utilized to inform instruction and intervention, and ideally, improving student outcomes. The purpose of the current study was to examine the effects of progress monitoring, both with and without the addition of a consultation model on student performance as measure by the Individual Growth and Development Indicators (IGDIs) with preschool aged students. Research questions, including: To what extent does the administration of the IGDIs measures as progress monitoring tools alone have an effect on student achievement both with and without consultation, and how does disability status moderate these findings are addressed. Additionally, this study intended to qualitatively assess teacher pedagogy as a function of progress-monitoring. Participants were 150 preschool students, ages 3-5, enrolled in either urban or suburban early childhood education programs including Early Childhood Special Education (ECSE), Early Childhood Family Education (ECFE), YMCA preschool, High Fives, YWCA preschool, school readiness or private preschool. ANOVA, Hierarchical Multivariate Linear Modeling (HMLM) and effect size analyses were used to examine the relationship between progress monitoring (both with and without consultation) and student performance. Results suggest progress monitoring as an intervention resulted in positive effects on student achievement compared to Control, while progress monitoring with the addition of a behavioral consultation model produced positive effects on student achievement compared to Control, but not above and beyond the effects of progress monitoring alone. When these results were further examined by disability status, results indicated mixed findings suggesting future studies investigating progress monitoring with students with disabilities is warranted. Implications for best practice, merits and limitations and directions for future research are also discussed.
The effects of questioning during and after reading on inference generation between skilled and less-skilled comprehenders.
(2011-09) Carlson, Sarah Elizabeth
Reading comprehension involves several cognitive factors during and after reading and differs between readers with different comprehension skills. The purpose of this study was to examine cognitive factors, specifically inference generation, during and after reading between skilled and less-skilled comprehenders. Additionally, other cognitive factors may influence skilled and less-skilled comprehenders' inference generation, and working memory (WM) may be a potential factor. A review of the adult-focused and children-focused literature for the research and theories in inference generation, WM, and comprehension skill are presented. Participants in this study included 61 third- through fifth-grade skilled and less-skilled comprehenders. Inference generation was examined during and after reading using a causal questioning technique and sentence verification task (SVT). Responses from recall were also collected to assess comprehension of the texts used in this study, and WM was examined as a moderator variable. Overall, there was an effect of questioning on some types of inferences generated and recall for skilled and less-skilled comprehenders, and WM appeared to moderate inference generation for skilled-comprehenders; however, there was no effect of type of comprehender on SVT responses. These findings are discussed in terms of maintaining local and global coherence during and after reading in order to develop a coherent representation of a text; updating after reading; and the role of WM during inference generation between skilled and less-skilled comprehenders.
Evaluating the use of the different models of collaborative tests in an online introductory statistics course.
(2012-07) Bjornsdottir, Audbjorg
The purpose of this study was to explore how collaborative tests could be implemented successfully in online introductory statistics courses. The research questions set forth were (1) What is the impact of using collaborative tests in an online statistics course on students´ learning? (2) What is the effect of using collaborative tests on students’ attitudes towards statistics? and (3) How does using a required consensus on collaborative tests vs. a nonconsensus approach affect group discussions? Three collaborative tests were implemented in two online sections of the EPSY- 3264 Basic and Applied Statistics course offered at the University of Minnesota. The two sections were identical in terms of the instructor, assignments, assessments, and lecture notes used. The only difference between the two sections was in terms of the format of the collaborative tests that were used. In the consensus section, students worked together in groups and submitted one answer per group. In the nonconsensus section, students worked on the test together in groups but submitted tests individually. Students were randomly assigned to a consensus (n=32) or a nonconsensus (n=27) section of the course. The Comprehensive Assessment of Important Outcomes in Statistics (CAOS) test was used to measure students´ learning, both at the beginning and at the end of the course. The Survey Of Attitudes Toward Statistics (SATS-36) instrument was used to measure students’ change in attitudes towards statistics. Another instrument designed by the instructor to measure students’ perspective towards collaborative testing was also used. Students’ discussions during the three collaborative tests were reviewed using the Pozzi, Manca, Persico, & Sarti, (2007) framework to evaluate and monitor computersupported collaborative learning. Discussions were coded using three dimensions, iv (Social, Teaching and Cognitive) and their indicators from the framework and then converted to quantitative variables that were used in the data analysis. No significant relationship was found between different sections and students’ scores on the CAOS. There was no significant difference in students’ attitudes towards statistics between the two sections. However, for both sections, students’ attitudes increased in terms of their intellectual knowledge, skills, and interest towards statistics after taking the three collaborative tests. The effects of using a required consensus on collaborative tests vs. a nonconsensus approach on group discussions did not seem to be significantly different. The two formats of the collaborative tests that were used seemed to support students’ discussion more in terms of the Cognitive dimension compared to the Social and Teaching dimensions. Overall, the results suggest that the difference between using two different formats of collaborative tests is not significant. However, the results support what research on collaborative tests in face-to-face courses have demonstrated before such as an increase in students’ attitudes towards learning (e.g., Giraud & Enders, 2000; Ioannou & Artion, 2010). Instructors and researchers should continue to use and experiment with collaborative tests in online introductory statistics courses. The study here is just the beginning in terms of conducting empirical research into what teaching methods and assessments should be used in an effort to create quality and effective online statistics courses.

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