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1. Conducting Statistical Tests with Data from Clustered School Samples (EJ799295)
Author(s):
Dorman, Jeffrey P.
Source:
International Journal of Research & Method in Education, v31 n2 p113-124 Jul 2008
Pub Date:
2008-07-00
Pub Type(s):
Journal Articles; Reports - Descriptive
Peer-Reviewed:
No
Descriptors: Testing; Statistical Significance; Statistical Inference; Data Analysis; Classroom Research
Abstract: This article discusses issues associated with statistical testing conducted with data from clustered school samples. Empirical researchers often conduct tests of statistical inference on sample data to ascertain the extent to which differences exist within groups in the population. Typically, much school-related data are collected from students. These data are hierarchical because students are nested within classes within schools. This article studies the influence of this nesting on tests of statistical significance conducted with the student as the unit of analysis. Theory that adjusts F-test scores for nested data in multi-group comparisons is presented and applied to a teacher interaction dataset. The article demonstrates the potential impact of data hierarchy on the results of statistical testing if clustering is ignored. Data analysis techniques that recognize the clustering of students in classes are essential, and it is recommended that either multilevel analysis or adjustments to statistical parameters be undertaken in studies involving nested data. (Contains 3 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Determinants of Classroom Environment in Queensland Secondary Schools: A Multilevel Reanalysis (EJ813217)
Educational Research and Evaluation, v14 n5 p429-444 Oct 2008
2008-10-00
Journal Articles; Reports - Evaluative
Yes
Descriptors: Catholic Schools; Catholics; Academic Achievement; Statistical Significance; Multivariate Analysis; Effect Size; Classroom Environment; Secondary Schools; Foreign Countries; Educational Environment; Sample Size
Abstract: This paper reports the reanalysis of data collected in a study of 3 determinants of classroom environment (viz. year level, subject, and school type) using multivariate analysis of variance and multilevel analysis. Data were collected from 2,211 students in Queensland Catholic and government schools. The Catholic School Classroom Environment Questionnaire, which assesses student affiliation, interactions, cooperation, task orientation, order and organisation, individualisation, and teacher control, was administered to the sample. The original multivariate analyses which used the class as the unit of analysis were supplemented by similar analyses using the student as the unit of analysis and multilevel analyses. While multilevel analyses yielded tests of significance results similar to multivariate analyses conducted with the class as the unit of analysis, effect sizes for the multilevel analyses were similar to those reported for multivariate tests conducted with the student as the unit of analysis. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Using Student Perceptions to Compare Actual and Preferred Classroom Environment in Queensland Schools (EJ814242)
Educational Studies, v34 n4 p299-308 Oct 2008
Journal Articles; Reports - Research
Descriptors: Student Attitudes; Classroom Environment; Secondary School Students; Questionnaires; Factor Analysis; Test Reliability; Test Validity; Foreign Countries; Statistical Significance; Cooperation; Teacher Student Relationship; Problem Solving; Performance; Student Participation; Peer Relationship; Comparative Analysis
Abstract: Students' perceptions of actual and preferred classroom environment were investigated using the "What is happening in this class? questionnaire" (WIHIC). The WIHIC assesses seven classroom environment dimensions: student cohesiveness, teacher support, involvement, task orientation, investigation, cooperation and equity. A sample of 978 secondary school students from 63 classes in Queensland responded to the WIHIC. For each item on the WIHIC, students recorded their perceptions of the actual (or real) and preferred (or ideal) classroom environment. Results revealed that statistically significant differences between actual and preferred environments, and that the gap between actual and preferred environment was smaller for more positive classroom environments. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Use of Multitrait-Multimethod Modelling to Validate Actual and Preferred Forms of the What Is Happening In this Class? (WIHIC) Questionnaire (EJ815902)
Learning Environments Research, v11 n3 p179-193 Oct 2008
Descriptors: Multitrait Multimethod Techniques; Construct Validity; Foreign Countries; Psychometrics; Classroom Environment; Secondary School Students; Questionnaires; Factor Analysis; Evaluation Research; Goodness of Fit; Measures (Individuals)
Abstract: This article describes the validation of scores on actual and preferred forms of the What Is Happening In this Class? (WIHIC). The WIHIC is a 56-item instrument that assesses seven classroom environment dimensions: Student Cohesiveness, Teacher Support, Involvement, Investigation, Task Orientation, Cooperation and Equity. A sample of 978 secondary school students from Australia responded to actual and preferred forms of the WIHIC. Separate confirmatory factor analyses for the actual and preferred forms supported the seven-scale a priori structure of the instrument. Fit statistics indicated a good fit of the models to the data. The use of multitrait-multimethod modelling with the seven scales as traits and the two forms of the instrument as methods supported the WIHIC's construct validity. This research has provided strong evidence of the sound psychometric properties of the WIHIC. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Development and Validation of an Instrument to Assess Secondary School Students' Perceptions of Assessment Tasks (EJ721794)
Dorman, Jeffrey P.; Knightley, Wendy M.
Educational Studies, v32 n1 p47-58 Mar 2006
2006-03-00
Descriptors: Secondary School Students; Reliability; Factor Analysis; Student Attitudes; Student Evaluation; Evaluation Methods; Measures (Individuals); Science Education; Foreign Countries
Abstract: Research aimed at developing and validating an instrument to assess secondary school students' perceptions of assessment tasks was conducted. Following a review of literature, a five-scale instrument of 40 items was trialled with a sample of 658 science students in 11 English secondary schools. Based on internal consistency reliability data and exploratory factor analysis, refinement decisions resulted in a five-scale instrument called the "Perceptions of assessment tasks inventory" (PATI). The scales of the PATI are Congruence with planned learning, Authenticity, Student consultation, Transparency and Diversity. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Assessment of Science Teaching Efficacy of Preservice Teachers in an Australian University (EJ735739)
Mulholland, Judith; Dorman, Jeffrey P.; Odgers, Barbara M.
Journal of Science Teacher Education, v15 n4 p313-331 Nov 2004
2004-11-00
Descriptors: Science Instruction; Teacher Effectiveness; Preservice Teachers; Foreign Countries; Elementary School Teachers; Factor Analysis; Secondary School Science; Self Efficacy; Student Teacher Attitudes
Abstract: Research investigating science teaching efficacy was conducted in 1 Australian university. A sample of 314 elementary preservice teachers responded to the Science Teaching Efficacy Belief Instrument (STEBI; L. G. Enochs & I. M. Riggs, 1990), which assesses 2 teaching efficacy dimensions: Personal Science Teaching Efficacy Beliefs (PSTEB) and Science Teaching Outcome Expectancy (STOE). Confirmatory factor analysis substantiated this 2-factor structure. The use of this instrument revealed that the completion of 2 science teaching subjects within the preservice program had a significant effect on the PSTEB, but not the STOE. Similarly, the number of high school science subjects studied by these elementary preservice teachers had a significant effect on PSTEB, but not STOE. However, neither gender nor the particular high school science subjects studied by these elementary preservice teachers had a significant effect on either the PSTEB or the STOE. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Associations between Students' Perceptions of Mathematics Classroom Environment and Self-Handicapping in Australian and Canadian High Schools (EJ737071)
Dorman, Jeffrey P.; Ferguson, Janet M.
McGill Journal of Education, v39 n1 p69-87 Win 2004
2004-00-00
Descriptors: Student Attitudes; Classroom Environment; Foreign Countries; High School Students; Mathematics Instruction; Correlation; Questionnaires
Abstract: Research investigating the relationship between classroom environment and self-handicapping was conducted in Australian and Canadian high schools. A sample of 2,006 students responded to a questionnaire that assessed student perceptions of classroom environment and self-handicapping. Simple and multiple correlational analyses showed that classroom environment accounted for small but significant proportions of variance in self-handicapping. Enhanced affective dimensions of the classroom environment were associated with reduced levels of self-handicapping. For Australian and Canadian students, the relationship between each classroom environment scale and self-handicapping was very similar. There were no significant gender differences in the relationship between each classroom environment scale and self-handicapping. A commonality analysis revealed that conventional rather than constructivist classroom environment dimensions accounted for most of the variance in self-handicapping. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. Use of Multitrait-Multimethod Modelling to Validate Actual and Preferred Forms of the Technology-Rich Outcomes-Focused Learning Environment Inventory (TROFLEI) (EJ815557)
Aldridge, Jill M.; Dorman, Jeffrey P.; Fraser, Barry J.
Australian Journal of Educational & Developmental Psychology, v4 p110-125 2004
Descriptors: Multitrait Multimethod Techniques; Validity; High School Students; Factor Analysis; Classroom Environment; Measures (Individuals); Foreign Countries
Abstract: This paper describes the validation of actual and preferred forms of a new classroom environment instrument--the Technology-Rich Outcomes-Focused Learning Environment Inventory (TROFLEI)--using multitrait-multimethod modelling. The 80-item TROFLEI assesses 10 classroom environment dimensions: Student Cohesiveness, Teacher Support, Involvement, Investigation, Task Orientation, Cooperation, Equity, Differentiation, Computer Usage and Young Adult Ethos. A sample of 1,249 high school students from Western Australia and Tasmania responded to actual and preferred forms of the TROFLEI. Separate exploratory factor analyses for the actual and preferred forms supported the 10 scale "a priori" structure of the instrument. The use of multitrait-multimethod modelling with the 10 scales as traits and the two forms of the instrument as methods supported the TROFLEI's construct validity. The results of this research provide strong evidence of the sound psychometric properties of this new learning environment instrument. (Contains 7 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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9. Leadership Succession in New South Wales Catholic Schools: Identifying Potential Principals. (EJ675554)
Dorman, Jeffrey P.; D'Arbon, Tony
Educational Studies, v29 n2-3 p127-39 Jun-Sep 2003
2003-00-00
N/A
Descriptors: Administrators; Catholic Schools; Educational Research; Elementary Secondary Education; Foreign Countries; Higher Education; Leaders; Leadership; Principals; Private Schools; Questionnaires; Religious Education; Surveys
Abstract: Reports on research conducted on leadership succession in New South Wales Catholic schools in order to identify potential principals using data collected from middle and senior management staff (n=943). Explains that short-term targeting of this population may be helpful, but impediments to leadership succession need to be addressed. (CMK)
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10. Assessing Impediments to Leadership Succession in Australian Catholic Schools. (EJ669550)
School Leadership & Management, v23 n1 p25-40 Feb 2003
Descriptors: Catholic Schools; Elementary Secondary Education; Foreign Countries; Leadership; Occupational Mobility; Occupational Surveys; Principals
Abstract: Describes the design and validation of the Impediments to Leadership Succession Inventory, a 32-item survey instrument to determent why good candidates are not applying for principal positions in Australian Catholic schools. (Contains 40 references.) (PKP)
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