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Descriptors:
Units of Study; Statistical Significance; Class Size; Effect Size; Student Evaluation of Teacher Performance; Teacher Evaluation; Online Courses; Rating Scales; College Students; College Faculty; Foreign Countries; Intellectual Disciplines; Statistical Analysis

Abstract:
Based on student evaluation of teaching (SET) ratings from 1,432 units of study over a period of a year, representing 74,490 individual sets of ratings, and including a significant number of units offered in wholly online mode, we confirm the significant influence of class size, year level, and discipline area on at least some SET ratings. We also find online mode of offer to significantly influence at least some SET ratings. We reveal both the statistical significance and effect sizes of these influences, and find that the magnitudes of the effect sizes of all factors are small, but potentially cumulative. We also show that the influence of online mode of offer is of the same magnitude as the other 3 factors. These results support and extend the rating interpretation guides (RIGs) model proposed by Neumann and colleagues, and we present a general method for the development of a RIGs system. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; High Stakes Tests; Program Effectiveness; Social Studies; Class Size; Learner Engagement; Educational Change; Scoring Rubrics; Statistical Significance; Scores; Effect Size; Correlation; Regression (Statistics); Evaluation

Abstract:
Social studies researchers across a wide geographical area assessed the degree of authentic intellectual challenge present in a diverse sample of U.S. classrooms, investigated whether students from different social and academic contexts were more likely to encounter authentic pedagogy than others, and examined how the level of authentic pedagogy experienced related to student performance on high-stakes tests. We found that high levels of authentic pedagogy were rare, with only 21% of students in the sample attending classes that met the standards for even moderately challenging teaching. Smaller class sizes were positively correlated with higher levels of authentic pedagogy. Females were significantly more likely to encounter higher levels of authentic pedagogy than males. Neither ethnicity nor socioeconomic status was found to have a statistically significant relationship to authentic pedagogy. Higher levels of authentic instruction were generally associated with higher student achievement, and students in classes featuring moderate levels of authentic pedagogy had significantly higher success rates on state-mandated tests than their school averages. (Contains 6 tables and 5 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Cognitive Processes; Information Literacy; Intervention; Teaching Methods; Undergraduate Students; Statistical Significance; Social Networks; Internet; Higher Education; Evaluation; Electronic Learning; Blended Learning; Evaluation Criteria; Control Groups; Experimental Groups

Abstract:
This research sought to determine whether a blended information literacy learning and teaching intervention could statistically significantly enhance undergraduates' information discernment compared to standard face-to-face delivery. A mixture of face-to-face and online activities, including online social media learning, was used. Three interventions were designed to develop the information literacies of first-year undergraduates studying Sport and Exercise at Staffordshire University and focused on one aspect of information literacy: the ability to evaluate source material effectively. An analysis was devised where written evaluations of found information for an assessment were converted into numerical scores and then measured statistically. This helped to evaluate the efficacy of the interventions and provided data for further analysis. An insight into how the information literacy pedagogical intervention and the cognitive processes involved in enabling participants to interact critically with information is provided. The intervention which incorporated social media learning proved to be the most successful learning and teaching approach. The data indicated that undergraduate students' information literacy can be developed. However, additional long-term data is required to establish whether this intervention would have a lasting impact. (Contains 2 figures and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Prevention; Psychotherapy; Statistical Significance; Coping; Sexual Abuse; Group Therapy; Risk; Recidivism; Skill Development; Outcomes of Treatment; Criminals; Psychoeducational Methods; Classification; Scores; Diagnostic Tests

Abstract:
The purpose of the study was to evaluate relapse prevention skill acquisition within the context of a comprehensive treatment program involving group psychotherapy, relapse prevention programming, and other essential psychoeducational components. The Sex Offender Situational Competency Test (SOSCT) was administered pretreatment and posttreatment to 139 convicted adult sex offenders in intensive inpatient treatment for 5.7 to 22.9 months. The SOSCT measures the ability to recognize high-risk situations and the effectiveness of the coping skills generated. Participants were presented with differing scenarios depending on their sex-offender subtype (75 heterosexual child molesters, 23 homosexual child molesters, and 36 rapists of women). Posttreatment scores on the SOSCT improved significantly (p less than 0.0005) but neither the sex offender group effect (p greater than 0.357) nor the interaction between treatment time and group (p greater than 0.097) obtained statistical significance. It is very unlikely that the SOSCT improvements obtained simply result from participation in relapse prevention programming. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Item Response Theory; Computation; Hypothesis Testing; Probability; Intervals; Test Length; Psychometrics; Maximum Likelihood Statistics; Statistical Significance; Measurement Techniques

Abstract:
The common way to calculate confidence intervals for item response theory models is to assume that the standardized maximum likelihood estimator for the person parameter [theta] is normally distributed. However, this approximation is often inadequate for short and medium test lengths. As a result, the coverage probabilities fall below the given level of significance in many cases; and, therefore, the corresponding intervals are no longer confidence intervals in terms of the actual definition. In the present work, confidence intervals are defined more precisely by utilizing the relationship between confidence intervals and hypothesis testing. Two approaches to confidence interval construction are explored that are optimal with respect to criteria of smallness and consistency with the standard approach. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Anxiety; Music; Musicians; Classical Music; Undergraduate Students; Surveys; Questionnaires; Self Efficacy; Musical Instruments; Regression (Statistics); Statistical Significance; Likert Scales; Predictor Variables; Correlation; Higher Education

Abstract:
Most research on musical performance anxiety has focused on musicians coming from a classical background, and performance anxiety experiences of musicians outside the western classical genre remain under-researched. The aim of this study was to investigate perceived performance anxiety experiences in undergraduate and professional musicians and to explore whether musical genre specialization (Western classical, jazz, popular, Scottish traditional) affected musicians' performance anxiety experiences. The study addressed questions exploring the perceived intensity of performance anxiety, the perceived contributing factors, changes in perceived anxiety levels as performances approached (one hour before, immediately before and during performance) and the perceived impact of performance on the quality of performance. Participants were 244 musicians, 170 undergraduates and 74 portfolio career musicians. Data were collected through a questionnaire survey. Findings suggested that performance anxiety was of concern for a significant majority of undergraduate and professional musicians. Musicians from all participating musical genres shared similar perceptions and concerns. Anxiety appeared to have negative connotations, although it was also reported as beneficial. Solo performance generated more anxiety compared to group performance. Overall, the impact of anxiety on performance was related to its perceived severity during performance, and was mediated by musicians' performance experience and their general susceptibility to anxiety. The musical genre in which participants specialized affected their perceived anxiety levels. Western classical musicians were generally found to report higher levels of performance anxiety. This study has provided indications that musicians specializing in different musical genres may experience performance anxiety in quantitatively and qualitatively different ways. Further research would benefit from investigating factors contributing to these variations. (Contains 8 notes, 7 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Middle Schools; Program Evaluation; Program Effectiveness; School Effectiveness; Middle School Students; Reading Achievement; Mathematics Achievement; Science Achievement; Social Studies; Effect Size; Quasiexperimental Design; Statistical Significance; Attendance; School Culture

Abstract:
This study examined whether attending a Knowledge is Power Program (KIPP) middle school improved students' reading, math, social studies, and science achievement for up to 4 years following enrollment. The study reported that students attending KIPP middle schools scored statistically significantly higher than matched students on all of the state assessments and follow-up periods examined, including reading and math 1-4 years following enrollment (effect sizes ranging from 0.05 to 0.36), and social studies and science 3-4 years following enrollment (effect sizes of 0.25 and 0.33, respectively). The portion of the study that used a quasi-experimental design meets What Works Clearinghouse (WWC) evidence standards with reservations. The study established that KIPP and non-KIPP students were similar on measured characteristics such as baseline test scores and demographics, and controlled for baseline characteristics of students in the analysis. [The following study is reviewed in this "Quick Review": Tuttle, C. C., Gill, B., Gleason, P., Knechtel, V., Nichols-Barrer, I., & Resch, A. (2013). "KIPP middle schools: Impacts on achievement and other outcomes, final report." Washington, DC: Mathematica Policy Research (ED540912).] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Interaction; Foreign Countries; Correlation; Science Teachers; Teacher Characteristics; Teacher Behavior; Statistical Analysis; Teaching Experience; Gender Differences; Check Lists; Teacher Certification; Statistical Significance; Teacher Effectiveness; Case Studies; Public School Teachers; Public Schools; High Schools; Science Instruction; Measures (Individuals)

Abstract:
The major purpose of this study was to find out if there is any influence of teachers' characteristics on science teacher's classroom behaviours and determine the kind of relationship between teachers' characteristics and classroom behaviours. To guide this study, five research questions and hypotheses were raised, stated, answered, and tested at the significance level of 0.05. The design of case study is using an observational schedule called SCIC (science classroom interaction categories). The sample of the study consisted of 150 science teachers drawn from the 25 local government areas in Delta State. The data collected were analyzed with t-test, ANOVA (analysis of variance), and Pearson product moment correlation. The major findings of the study indicated: a significant difference in classroom behaviour scores among teachers with 0-5, 6-10, and 11 and above years of experience and a perfect correlation between years of experience and classroom behaviour; a significant higher classroom behaviour scores of male teachers over the females; a significant higher classroom behaviour scores of B.Sc. (Ed.) certificate holders over those with NCE (Nigeria Certificate of Education) and B.Sc. certificates; and a non-significant correlation between type of certificates and classroom behaviours. It was concluded that the five key behaviours studied remain the skeleton for effective science teaching and learning. An appendix contains a checklist for SCIC (Science classroom interaction categories). (Contains 12 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Algebra; Public Schools; Foreign Countries; Control Groups; Constructivism (Learning); Grade 7; Outcomes of Education; Instructional Effectiveness; Mathematical Concepts; Quasiexperimental Design; Experimental Groups; Pretests Posttests; Statistical Significance; Comparative Analysis; Comparative Testing; Achievement Gains; Scaffolding (Teaching Technique); Cohort Analysis; Test Theory; Intermode Differences

Abstract:
It is a bitter reality that the curricula and traditional pedagogy prevailing in public schools of Pakistan in general and Sindh in particular do not incorporate the algebraic concepts properly. Both the content and the presentation therein cannot be considered up to the mark, thereby making "Algebra" a tough and dry subject. This quasi-experimental study focused to find out the effect of teaching algebra through social constructivism on the students learning outcomes of 7th graders in public schools of District Jamshoro Sindh. For this purpose two existing in-tact sections of grade 7 (7th A, and 7th B) of a government high school of district Jamshoro were selected as quasi control and treatment groups. The pre and posttest analyses were carried out. The first pattern t-test analysis revealed that both groups were parallel, however, the latter posttest analysis revealed that treatment group that was taught through social constructivist approach excelled in achieving statistically significant learning outcomes than that of control group that was taught through traditional one-way teaching. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Outcomes of Education; Public Schools; Federal State Relationship; English Language Learners; Low Income; Disadvantaged; Grade 4; Grade 8; National Competency Tests; Governing Boards; Educational Assessment; Reading Achievement; Science Achievement; Mathematics Achievement; Achievement Gains; Comparative Analysis; Statistical Significance; Academic Achievement

Abstract:
California, Florida, Illinois, New York, and Texas enroll close to 40 percent of the nation's public school students. The importance of these "Mega-States" goes beyond the sheer size of their population. They now serve more than half of the nation's English language learners (ELL), as well as some of the largest concentrations of children from lower-income families. As policymakers and educators look at the nation's changing demographics and explore ways to close achievement gaps, the educational progress of children in these states is of interest far beyond their state borders. That's why the National Center for Education Statistics and the National Assessment Governing Board focused this special report on educational outcomes in the five largest states. This report provides a more in-depth look into the performance of specific student groups and performance by subject, including: (1) recent assessments; (2) comparisons to the nation and among the five states; (3) highlights of gains for student groups, including those that performed higher than their peers in the nation; and (4) student performance at or above the NAEP "Proficient level." The results presented by each subject area are for public school students only. The National Assessment of Educational Progress (NAEP) reports results using widely accepted statistical standards; findings are reported based on a statistical significance level set at 0.05 with appropriate adjustments for multiple comparisons. Readers should note that writing results were not included in this report because the 2011 writing framework begins a new trend line. In addition, the 2011 computer-based writing assessment was not administered at the state level. Technical Notes are included. (Contains 19 figures, 7 tables, and 2 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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