abstract: Investigation of measurement invariance (MI) commonly assumes correct specification of dimensionality across multiple groups. Although research shows that violation of the dimensionality assumption can cause bias in model parameter estimation for single-group analyses, little research on this issue has been conducted for multiple-group analyses. This study explored the effects of mismatch in dimensionality between data and analysis models with multiple-group analyses at the population and sample levels. Datasets were generated using a bifactor model with different factor structures and were analyzed with bifactor and single-factor models to assess misspecification effects on assessments of MI and latent mean differences. As baseline models, the bifactor models fit data well and had minimal bias in latent mean estimation. However, the low convergence rates of fitting bifactor models to data with complex structures and small sample sizes caused concern. On the other hand, effects of fitting the misspecified single-factor models on the assessments of MI and latent means differed by the bifactor structures underlying data. For data following one general factor and one group factor affecting a small set of indicators, the effects of ignoring the group factor in analysis models on the tests of MI and latent mean differences were mild. In contrast, for data following one general factor and several group factors, oversimplifications of analysis models can lead to inaccurate conclusions regarding MI assessment and latent mean estimation. / Dissertation/Thesis / Doctoral Dissertation Educational Psychology 2018

abstract: Education through field exploration is fundamental in geoscience. But not all students enjoy equal access to field-based learning because of time, cost, distance, ability, and safety constraints. At the same time, technological advances afford ever more immersive, rich, and student-centered virtual field experiences. Virtual field trips may be the only practical options for most students to explore pedagogically rich but inaccessible places. A mixed-methods research project was conducted on an introductory and an advanced geology class to explore the implications of learning outcomes of in-person and virtual field-based instruction at Grand Canyon National Park. The study incorporated the Great Unconformity in the Grand Canyon, a 1.2 billion year break in the rock record; the Trail of Time, an interpretive walking timeline; and two immersive, interactive virtual field trips (iVFTs). The in-person field trip (ipFT) groups collectively explored the canyon and took an instructor-guided inquiry hike along the interpretive Trail of Time from rim level, while iVFT students individually explored the canyon and took a guided-inquiry virtual tour of Grand Canyon geology from river level. High-resolution 360° spherical images anchor the iVFTs and serve as a framework for programmed overlays that enable interactivity and allow the iVFT to provide feedback in response to student actions. Students in both modalities received pre- and post-trip Positive and Negative Affect Schedules (PANAS). The iVFT students recorded pre- to post-trip increases in positive affect (PA) scores and decreases in negative (NA) affect scores, representing an affective state conducive to learning. Pre- to post-trip mean scores on concept sketches used to assess visualization and geological knowledge increased for both classes and modalities. However, the iVFT pre- to post-trip increases were three times greater (statistically significant) than the ipFT gains. Both iVFT and ipFT students scored 92-98% on guided-inquiry worksheets completed during the trips, signifying both met learning outcomes. Virtual field trips do not trump traditional in-person field work, but they can meet and/or exceed similar learning objectives and may replace an inaccessible or impractical in-person field trip. / Dissertation/Thesis / Masters Thesis Geological Sciences 2018

abstract: This simulation study compared the utility of various discrepancy measures within a posterior predictive model checking (PPMC) framework for detecting different types of data-model misfit in multidimensional Bayesian network (BN) models. The investigated conditions were motivated by an applied research program utilizing an operational complex performance assessment within a digital-simulation educational context grounded in theories of cognition and learning. BN models were manipulated along two factors: latent variable dependency structure and number of latent classes. Distributions of posterior predicted p-values (PPP-values) served as the primary outcome measure and were summarized in graphical presentations, by median values across replications, and by proportions of replications in which the PPP-values were extreme. An effect size measure for PPMC was introduced as a supplemental numerical summary to the PPP-value. Consistent with previous PPMC research, all investigated fit functions tended to perform conservatively, but Standardized Generalized Dimensionality Discrepancy Measure (SGDDM), Yen's Q3, and Hierarchy Consistency Index (HCI) only mildly so. Adequate power to detect at least some types of misfit was demonstrated by SGDDM, Q3, HCI, Item Consistency Index (ICI), and to a lesser extent Deviance, while proportion correct (PC), a chi-square-type item-fit measure, Ranked Probability Score (RPS), and Good's Logarithmic Scale (GLS) were powerless across all investigated factors. Bivariate SGDDM and Q3 were found to provide powerful and detailed feedback for all investigated types of misfit. / Dissertation/Thesis / Ph.D. Educational Psychology 2014

abstract: The study examined how ATFIND, Mantel-Haenszel, SIBTEST, and Crossing SIBTEST function when items in the dataset are modelled to differentially advantage a lower ability focal group over a higher ability reference group. The primary purpose of the study was to examine ATFIND's usefulness as a valid subtest selection tool, but it also explored the influence of DIF items, item difficulty, and presence of multiple examinee populations with different ability distributions on both its selection of the assessment test (AT) and partitioning test (PT) lists and on all three differential item functioning (DIF) analysis procedures. The results of SIBTEST were also combined with those of Crossing SIBTEST, as might be done in practice. ATFIND was found to be a less-than-effective matching subtest selection tool with DIF items that are modelled unidimensionally. If an item was modelled with uniform DIF or if it had a referent difficulty parameter in the Medium range, it was found to be selected slightly more often for the AT List than the PT List. These trends were seen to increase as sample size increased. All three DIF analyses, and the combined SIBTEST and Crossing SIBTEST, generally were found to perform less well as DIF contaminated the matching subtest, as well as when DIF was modelled less severely or when the focal group ability was skewed. While the combined SIBTEST and Crossing SIBTEST was found to have the highest power among the DIF analyses, it also was found to have Type I error rates that were sometimes extremely high. / Dissertation/Thesis / Doctoral Dissertation Educational Psychology 2014

<p> Many Canadian school districts use standardized reading achievement data to support reading instruction. Over 30% of 9th-grade students in the Anglophone School District-South (ASD-S) have not met targets for the English Language Proficiency Assessment (ELPA), a graduation requirement in New Brunswick, Canada. This study compared archival reading scores of 6th-grade students from 2009-2012 with the same students&rsquo; scores in 9th-grade from 2012-2015, to determine if 6th-grade scores were a predictor of 9th-grade results. Rendering the impact illiteracy plays on society, this study applied the theoretical framework of social theory from Bourdieu&rsquo;s (1977, 1984, 1986) view of social mobility and Turner&rsquo;s (1960) view of contest mobility. A quantitative design employed a regression analysis to determine how standardized reading scores for three cohorts of students in 6th-grade between 2009-2012 compared with the reading achievement test scores as 9th-grade students in 2012-2015. A sample of 1,200 students was selected. A paired samples <i>t</i> test determined which level(s) of reading comprehension (literal, inferential, or critical) presented the most difficulties for students between 2009-2015. Results of the study concluded that 6th-grade overall reading scores were a predictor of 9th-grade overall scores and that inferential and critical levels of reading comprehension were areas of concern. These findings are intended for administrators and District leadership in ASD-S to support the implementation of an intervention year in Grades 7 and 8 to address this problem. This research promotes positive social change by identifying potential pathways for improving adolescent reading skills for New Brunswick youth.</p>

Mobile polling is a widely used classroom response system at the university level. The current study examines the predictors and outcomes of mobile polling including self-regulation and academic achievement. Furthermore, this study explores whether or not mobile polling benefits some students more than others, specifically those with higher levels of self-regulation. The data was collected from two separate University classrooms taught by the same teacher (n = 66). The first section of students were to use mobile polling software after taking their midterm exam and use the software for the remainder of the semester. The other section of students served as the control group and received the same instruction, Powerpoints, and assignments minus the usage of mobile polling. All students from both classes were given an 89 question survey known as the Barkley Deficits in Executive Function Scale (BDEFS) which measured their ability to self-regulate their behavior. A hierarchical regression model was used to find that mobile polling had no statistical significance on academic achievement at the end of the semester. The only significant predictor throughout the entire study was the initial achievement variable, which was the scores from the midterm exam. Another hierarchical regression model found that self-regulation, measured with the use of the BDEFS system, was not a significant predictor of academic achievement. When initial achievement was controlled for, the Overall EF score from the BDEFS system revealed that self-regulation had zero effect on the variance as denoted by R Square and the R Square change in the regression model. Supplemental analysis revealed that Overall EF is a significant predictor of academic achievement when a Repeated Measures ANOVA was used, though the R Square change was still low. Factor analysis was used to find which questions loaded together under five subscales, truncating the BDEFS system and revealing that Self-Restraint/Inhibition traits were a better predictor than the overall score from the BDEFS questionnaire yet was not a significant predictor of achievement. Finally, a 2 x 2 ANCOVA that investigated the interaction between high/low levels of Self-Regulation and usage of Mobile Polling and found that it did not significantly affect academic achievement. In fact, the highest mean came from the completely opposite group as expected, which was students in the control group with lower levels of self-regulation. / Educational Psychology

This dissertation is an analysis of reports from selected K-8 teachers, who received their Multiple Subject teaching credentials from 1997 to 2009, regarding their classroom implementation of the California Teaching Standard for Engaging and Supporting all Students in Learning. This study also examined selected teachers' personal strategies and obstacles encountered when implementing this standard. Student engagement research at the elementary and high school levels has increased since the 1980s in an effort to reform student achievement and negate trends towards student mediocrity and dropout rates, yet research suggests student engagement continues to decline. Using survey methodology, this exploratory study sought to analyze selected teachers' reports in order to gain understanding of student engagement methods from their perspective. Using quantitative analysis, respondents reported that 28 of the 31 areas in the standard were implemented in the classroom with a 73.8% or higher response rate. Using qualitative thematic coding, 42 strategies and obstacles were identified in the respondents' reports. Results also indicated over 75% had received some type of training in student engagement. These findings can provide teachers, teacher preparation programs, district administrators, site administrators, educational leaders, policy makers, institutions, and researchers with information from K-8 teachers' reports regarding strategies used, obstacles faced, and classroom implementation of the California Teaching Standard for Engaging and Supporting all Students in Learning. These findings may be useful for researchers seeking to understand teachers' reported methods in increasing student engagement levels and possibly fostering greater student achievement.

The current study was completed through a retrospective analysis of school records of elementary school students in the Northeast Region of the Philadelphia School District (PSD) who have participated in the Fast ForWord (FFW) Language program. The data requested from student records included: demographic information (e.g., gender, grade,age, ethnicity, disability, and special education status), DIBELS scores, and FFW completion and participation variables. The current study set out to determine if DIBELS scores can predict student performance or mastery level on the FFW program. A total of seven individual FFW variables (percent of completion for each activity) and five overall FFW variables (percent complete, participation level, attendance level, total days to complete, and successful performance) served as the outcome variables. Frequency distributions, Pearson correlations, an ANOVA, and a standard multiple regression were used to determine the relationships of demographic variables among predictor and outcome variables as well as the predictive power of the DIBELS test scores. Results of the standard multiple regression analysis failed to yield significant results in the ability for either DIBELS raw or benchmark scores to predict performance on the FFW reading program. The current study highlighted that in the real-life conditions of a large, urban public school system, DIBELS seems to have very little, if any, predictive abilities specific to designating students appropriately to an intensive, costly, and time-consuming intervention program. It is hoped that the information presented in this study will stimulate some positive discussion and changes in the assessment and referral processes currently being widely employed across American schools in order to better serve and educate American children that demonstrate symptoms of early reading deficits. / School Psychology

The relationship between Executive Functions and Peer Rejection was explored. Thirty-Five students in an urban elementary school, (mean 10.7 years of age (sd=2.8), 34% male, and 88% African American) completed measures of executive functions: KABC-II Rover, The Wisconsin Card Sort and NEPSY-II Statue (below age 9) or The Iowa Gambling Task (age 9 and up). Classmates reported who was not a preferred play mate: a measure of rejection. Executive Functions were not significantly related to Rejection across the sample, but among the children with the lowest Executive Functions, The Wisconsin Card Sort was significantly negatively related to Rejection (-0.61, p = .04) suggesting poor Cognitive Flexibility may be a risk factor for Rejection. Performance on the Iowa Gambling Task was found to be positively correlated with Rejection (0.4, p = .008) suggesting that high impulse control may also be a risk factor for rejection among adolescents. This was consistent with a finding of a positive correlation between Office Discipline Referrals and popularity (.4, p = .008) among the sample. Implications for practice are also discussed including the difficulty of managing behavior when bad behavior is related to popularity. Keywords: Iowa Gambling Task, Wisconsin Card Sort, Peer Rejection, Executive Functions, Urban children. / School Psychology

This study investigated the difficulty order of 38 grammar structures obtained from an analysis of multiple-choice items using a Rasch analysis. The order was compared with the order predicted by processability theory and the order in which the structures appear in junior and senior high school textbooks in Japan. Because processability theory is based on natural speech data, a sentence repetition test was also conducted in order to compare the result with the order obtained from the multiple-choice tests and the order predicted by processability theory. The participants were 872 Japanese university students, whose TOEIC scores ranged from 200 to 875. The difficulty order of the 38 structures was displayed according to their Rasch difficulty estimates: The most difficult structure was subjunctive and the easiest one was present perfect with since in the sentence. The order was not in accord with the order predicted by processability theory, and the difficulty order derived from the sentence repetition test was not accounted for by processability theory either. In other words, the results suggest that processability theory only accounts for natural speech data, and not elicited data. Although the order derived from the repetition test differed from the order derived from the written tests, they correlated strongly when the repetition test used ungrammatical sentences. This study tentatively concluded that the students could have used their implicit knowledge when answering the written tests, but it is also possible that students used their explicit knowledge when correcting ungrammatical sentences in the repetition test. The difficulty order of grammatical structures derived from this study was not in accord with the order in which the structures appear in junior and senior high school textbooks in Japan. Their correlation was extremely low, which suggests that there is no empirical basis for textbook makers'/writers' policy regarding the ordering of grammar items. This study also demonstrated the difficulty of writing items testing the knowledge of the same grammar point that show similar Rasch difficulty estimates. Even though the vocabulary and the sentence positions were carefully controlled and the two items looked parallel to teachers, they often displayed very different difficulty estimates. A questionnaire was administered concerning such items, and the students' responses suggested that they seemed to look at the items differently than teachers and what they notice and how they interpret what they notice strongly influences item difficulty. Teachers or test-writers should be aware that it is difficult to write items that produce similar difficulty estimates and their own intuition or experience might not be the best guide for writing effective grammar test items. It is recommended to pilot test items to get statistical information about item functioning and qualitative data from students using a think-aloud protocol, interviews, or a questionnaire. / CITE/Language Arts