In psychometrics, a concern is that the assessment is fair for all students who take it. The fairness of an assessment can be evaluated in several ways, including the examination of differential item functioning (DIF). An item exhibits DIF if a subgroup has a lower probability of answering an item correctly than another subgroup after matching on academic achievement. Subgroups include race, spoken language, disability status, or sex. Under item response theory (IRT), a single score is given to each student since IRT assumes that an assessment is only measuring one construct. However, under cognitive diagnostic modeling (CDM), an assessment measures multiple specific constructs and classifies students as having mastered the construct or not. There are several methods to detect DIF under both types of models, but most methods cannot conduct explanatory modeling. Explanatory modeling consists of predicting item responses and latent traits using relevant observed or latent covariates. If an item exhibits DIF which disadvantages a subgroup, covariates can be modeled to explain the DIF and indicate either true or spurious differences. If an item exhibited statistically significant DIF which became nonsignificant after modeling explanatory variables, then the DIF would be explained and considered spurious. If the DIF remained significant after modeling explanatory variables, then there was stronger evidence that DIF was present and not spurious. When an item exhibits DIF, the validity of the inferences from the assessment is threatened and group comparisons become inappropriate. This study evaluated the presence of DIF on the Trends in International Math and Science Study (TIMSS) between students who speak English as a first language (EFL) and students who do not speak English as a first language (multilingual learners [ML]) in the USA. The 8th grade science data was analyzed from the year 2011 since science achievement remains understudied, the 8th grade is a critical turning point for K-12 students, and because 2011 was the most recent year that item content is available from this assessment. The item response theory with covariates (IRT-C) model was used as the explanatory IRT model, while the reparameterized deterministic-input, noisy "and" gate (RDINA) model was used as the explanatory CDM (E-CDM). All released items were analyzed for DIF by both models with language status as the key grouping variable. Items that exhibited significant DIF were further analyzed by including relevant covariates. Then, if items still exhibited DIF, their content was evaluated to determine why a group was disadvantaged. Several items exhibited significant DIF under both the IRT-C and E-CDM. Most disadvantaged ML students. Under the IRT-C, two items that exhibited DIF were explained by quantitative covariates. Two items that did not exhibit significant nonuniform DIF became significant after explanation. Whether or not a student repeated elementary school was the strongest explanatory covariate, while confidence in science explained the most items. Under the E-CDM, five items initially exhibited significant uniform DIF with one also exhibiting nonuniform DIF. After scale purification, two items exhibited significant uniform DIF, and one exhibited marginally significant DIF. After explanatory modeling, no items exhibited significant uniform DIF, and only one item exhibited marginally significant nonuniform DIF. Examining covariates, home educational resources explained the most with ten items and the strongest positive covariate. Repeated elementary school had the strongest absolute effect. Examining the item content of 14 items, most items had no causal explanation for the presence of DIF. In four items, a causal mechanism was identified and concluded to exhibit item bias. An item's cognitive domain had a relationship with DIF items, with 79% of items under the Knowing domain. Based on these results, DIF that disadvantaged ML students was present among several items on this science assessment. Both the IRT-C and E-CDM identified several items exhibiting DIF, quantitative covariates explained several items exhibiting DIF, and item bias was discovered in several items. Following up on this empirical study, a simulation study was performed to evaluate DIF detection power and Type I error rates of the Wald test and likelihood ratio (LR) test, and parameter recovery when ignoring subgroups, using the compensatory reparameterized unified model (C-RUM). Factors included sample size, DIF magnitude, DIF type, Q-matrix complexity, their interaction effects, and p-value adjustment. Evaluating DIF under the C-RUM, the DIF detection method had the largest effect on Type I error rates, with the Wald test recovering the nominal p-value much better than the LR test. In terms of power, DIF magnitude was the most important factor, followed by Q-matrix complexity. As DIF magnitude increased and Q-matrix complexity decreased, power rates increased. In terms of parameter recovery, the DIF type had the strongest effect, followed by Q-matrix complexity. Nonuniform DIF recovered the parameter more than uniform DIF, while fewer attributes measured by an item improved parameter recovery. Several factors affected DIF detection power and Type I error, including DIF detection method, DIF magnitude, and Q-matrix complexity. For parameter recovery, DIF type had an impact, along with Q-matrix complexity, and DIF magnitude. / Doctor of Philosophy / Academic assessments are a necessary tool to evaluate student educational progress in different subjects across school years. These are necessary to establish student proficiency within schools, districts, states, and countries. The results can be broken down to make various comparisons, including by race, ethnicity, gender, language status, schools, or any other demographic. Other comparisons can be made against a proficiency standard or passing rate. It is important and necessary to make comparisons between groups so that any disparities or achievement gaps can be identified and rectified. This study evaluated achievement gaps between multilingual learner (ML) students and English first language (EFL) students on individual items of an 8th-grade international science assessment. This subject and grade level are crucial for students preparing for college and starting their career development. Every test item was analyzed to determine if there was an achievement gap and if an item was biased against a group based on their first language. Several follow-up analyses were conducted on every item to ensure that the results were as accurate as possible and that there were no other plausible explanations. Several explanatory factors were evaluated, including student home educational resources, confidence in science, likes learning science, repeating elementary school, being bullied at school, and time spent on science homework. For items that had achievement gaps based on language, further analysis was conducted to ensure that the gaps were not due to other student characteristics. Based on that analysis, the item content was examined by myself and a content expert. This was done to evaluate if there were characteristics of the item that led to the language achievement gap. This allowed for the evaluation of whether an item was biased against either ML or EFL students. Fourteen items exhibited achievement gaps based on language status. Most items disadvantaged ML students, and the achievement gaps ranged from small to large. This initial analysis was followed up with more extensive analyses to rule out other potential causes of the achievement gaps. Repeated elementary school had the strongest relationship with these items, while confidence in science was related to the most items exhibiting achievement gaps. There were two items in which the language achievement gap was explained by a combination of factors, thus concluding that there was not any gap on the items. The remaining items still exhibited achievement gaps which led to analysis of the item content. On four items, the causes of the remaining achievement gaps were discovered. For the remaining items, there was no clear reason for the item bias and achievement gaps. This study was followed by a study to evaluate a new method of detecting achievement gaps. This was done by creating specific data so that the true values were known. The sample size, test item complexity, achievement gap size and direction, and gap detection method were evaluated. These conditions and their values were chosen to reflect realistic testing scenarios and provide a better understanding of the previous study's results. The results indicated that one achievement gap detection method had higher detection rates compared to the other detection method. This was true in all conditions. Additionally, achievement gaps were found more often when sample sizes and achievement gaps were larger, test items were less complex, and when one group was disadvantaged across all ability levels. When comparing the estimated and true statistics, there were large deviations when one group was disadvantaged at different proficiency levels. Also, when items were more complex, and sample sizes were smaller, the deviation between true and estimated statistics was larger than when items were simpler and sample sizes were larger.

This dissertation examines state-society relationships in Turkey through the lens of efforts to promote sustainable development at the local level. To this end, it first lays out a theoretical framework to analyze the political economy of local sustainable development, for which purpose the Gramscian state theory and its applications to the political economy of the environment are deployed. The dissertation thus situates the local social-economic-environmental processes within the making of state hegemony and the uneven impacts of state behavior on the society. The dissertation employs two case studies, each based on extensive qualitative study and quantitative data from the administration of representative surveys to operationalize this framework. At both case study sites, Sultan Sazligi and Köprülü Kanyon, the Turkish state made explicit efforts to implement sustainable development through projects funded by the Global Environmental Facility, but failed to do so. In analyzing the reasons for failure, the dissertation documents how the Turkish state's hegemonic practices, interacting with local power inequalities, undercut the implementation of sustainable development. It further reveals how inequalities are perpetuated by the failure of sustainable development and how they, in turn, prove to be impediments on sustainable development implementation at the local level. The dissertation also provides a critical lens through which community-based schemes, including co-governance and participatory management, can be examined. It highlights, in particular, the role of local inequalities and anticipations shaped by the state by conducting an econometric study. It demonstrates the different channels through which exclusion from decision-making operates, impeding the democratic functioning of these institutions and undermining efforts to promote sustainable development.

This thesis examines the implications of age relations for older people’s negotiations of formal home care, family/friend caregiving, and self-care. Age relations constitute social processes, cultural discourses, and everyday practices that produce and sustain relations of inequality between and among people of different ages. Despite the overwhelming focus on care in the sociology of aging and in political discussions of aging societies, scholars have not clearly articulated how age relations shape, and are shaped by, experiences of later life care. Moreover, despite evidence that older people receive care from both formal care providers and family/friend caregivers—and that they continue to practise self-care when they receive care from others—we know little about the ways older care recipients negotiate the intersections that exist between these systems of care. Using data from a grounded theory study that involved qualitative interviews with 34 people aged 65 to 100 receiving home care in Ontario, this thesis considers how older people negotiate the intersections of formal home care, family/friend caregiving, and self-care, and how age relations can be used to understand experiences of later life care. Findings suggest that older care recipients attempt to strike a balance between self-care, formal home care, and family/friend caregiving, to access care that reflects their needs, preferences, and timelines. In doing so, they negotiate the tensions and contradictions that exist between the realities of impairment, illness, and care needs in later life; and the desire to remain self-sufficient and avoid “burdening” others with care needs. These findings provide insight into the everyday practices through which older people construct age relations in the context of care: when participants negotiate care arrangements, I suggest that they both reproduce and challenge the social processes and cultural discourses that are at the basis of age relations. Access to social and/or financial resources, however, had consequences for participants’ negotiations of care and of age relations. / Thesis / Doctor of Philosophy (PhD)

Virtually the entire body of scholarly literature on professional sport focuses on athletes themselves, rarely directly considering the impact of sport on the significant others in their lives or the role these significant others play in the career path and decision-making processes of athletes. In recent years, a limited, but growing, body of scholarly literature on athlete’s wives and sport marriages has begun to emerge with respect to American sports. However, little work has been done on the role and experiences of football spouses in the Canadian context. This dissertation focuses on football spouses in the Canadian Football League (CFL). I use an ethnographic approach relying on in-depth interview with football spouses from the CFL to explore how they experience their partners’ football careers, with a focus on their identity construction. I also used participant observation (at training camp and football related events) to gather data and collected and analyzed secondary documents (newspaper articles, blogs, tweets). Working from an interactionist perspective, I offer the empirically grounded concept of a “courtesy identity” to explain how these women confront the challenges of being known through their intimate relationships. I argue that these women are active agents who negotiate how much they are willing to transform themselves to meet the demands of football life. The “football wife” identity is always emerging and changing in response to the messages women receive about being a football wife during their interactions with others (both insiders and outsiders in the social world of the CFL) and as they encounter new situations. I demonstrate this argument by exploring: (a) how these women develop the football wife identity by focusing on their day-to-day private lives; (b) how the spousal subculture helps these women to negotiate the challenges of being a football wife while at the same time creating challenges of its own; and, (c) how football spouses negotiate their husbands’ celebrity status by examining how these women manage their presentation of the football wife identity in public. / Dissertation / Doctor of Philosophy (PhD)

Bakgrund: Stickrädsla är ett vanligt problem när det gäller barn. Om inte detta problem studeras så att sjuksköterskan kan få en bredare kunskap i omvårdnadsarbetet, kan detta i sin tur leda till att barn inte söker vård i framtiden. Idag saknas det forskning som belyser fenomenet stickrädsla hos barn. Syfte: Var att belysa erfarenheter från stickrädda barn och deras föräldrar i mötet med vården. Metod: Denna litteraturstudie bygger på tio vetenskapliga artiklar som utgått från kvalitativ och induktiv ansats. Datamaterialet analyserades med hjälp av en innehållsanalys. Resultat: Återger faktorer som påverka barnets stickrädsla negativt. Vad barn och föräldrar har haft för förväntningar och föreställningar av mötet i vården. Barnens och föräldrarnas negativa och positiva upplevelser i mötet med vården. Slutsatser: Stickrädda barn behöver få vara mer delaktiga i sin vård oavsett ålder. För att få barnets tillit behöver sjuksköterskan dessutom vara mer lyhörd och ta vara på barnets erfarenheter samt föräldern i mötet. Detta görs för att få ta del av barnets livsvärld. För att ytterligare öka kunskapen och förståelsen utifrån ett stickräddabarns perspektiv och erfarenheter. Det behövs mer kvalitativ forskning inom området, för att kunna skapa en tryggare plats för barnet och stärka sjuksköterskans kunskapsområde.

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