Thesis advisor: Larry H. Ludlow / Teacher preparation programs face an urgent call to prepare high-quality and "highly qualified" teachers who teach all students in an increasingly culturally, racially, ethnically, and linguistically diverse student population, and who work toward closing the achievement gap that separates students along these demographic lines. In response, and as part of the current accountability context, there has been greater focus on outcomes in teacher education. Along different lines, also in response to these challenges, there has been an increase in social justice-oriented teacher preparation programs. This dissertation operates within both of these contexts. Specifically, this dissertation examines one of the many outcomes of teacher education for social justice: teacher candidates' changing beliefs about teaching for social justice and the factors that may or may not be related to their change. Using primarily Rasch rating scale and multiple regression analyses, this dissertation examines longitudinal survey data from two cohorts of undergraduate teacher candidates (N=134) who completed the same social justice-oriented teacher education program. By investigating two cohorts of teacher candidates at the time of entry into the teacher education program and again when they graduated four years later, this study investigated individuals in the aggregate, variability within and across cohorts, and change across time. In addition, this research sought to untangle and identify whether reported experiences and perceptions before and during formal teacher education are related to beliefs about and commitment to teaching for social justice. Findings suggest that from the time of entry to graduation, candidates' beliefs about teaching for social justice were significantly more aligned with the concepts and principles endorsed by the teacher preparation program. Additionally, at particular points in time and across time, there were identifiable perceptions and experiences related to their beliefs about teaching for social justice. In particular, the location of the student teaching experience and candidates' perceptions of their teacher education faculty were significant predictors of their beliefs about teaching for social justice. / Thesis (PhD) — Boston College, 2011. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Research, Measurement, and Evaluation.

Thesis advisor: Larry H. Ludlow / Higher education has renewed its focus on civic engagement due to a growing recognition of the distinctive opportunities for students to internalize civic values during college. This unique role has become increasingly important in context of the shifting trend in American youth away from traditional political participation towards increasing involvement in civic life. Past research in higher education and youth civic engagement has suggested connections between participation in and attitudes supportive of civic engagement across both civic and political realms. To further investigate this relationship, this dissertation looked at how students' civic engagement involvement and attitudes develop over time, tracking how participation levels in civic, political, and expressive activities impact the acquisition of a comprehensive set of civic attitudes during students' undergraduate tenure. The specific attitudes of interest in this study were students' self-efficacy through community service, politics, and civic involvement, commitment to civic accountability, and tolerance of diversity. This dissertation utilized data from two cohorts (N=137) of a multi-year study at a single institution as its main data source, with data from a nationally-representative sample of college students used for scale development and anchoring. A mixed-method three-factor within subjects design was used to explore the development within and between students' civic engagement involvement and attitudes across their four years at college by gender and minority status. Through the Rasch rating scale model, repeated measures analyses of variance, and repeated measures analyses of covariance, students' longitudinal commitment to civic engagement was shown to be much more complex than expected. Canonical correlation analysis was then used to address the connection between students' involvement and attitudes within their freshman, sophomore, junior, and senior years. While the results of this study were typically non-significant with regard to students' development of civic engagement involvement and attitudes, these findings provided valuable insights into the relationship between participation in specific types of activities at certain stages of students' college experiences and the acquisition of particular civic engagement attitudes. / Thesis (PhD) — Boston College, 2010. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Research, Measurement, and Evaluation.

Thesis advisor: Pamela J. Grace / Background: As established in professional codes of ethics, critical care nurses must be equipped to provide good (ethical) patient care. This requires ethical awareness, which involves recognizing the ethical implications of all nursing actions (ranging from the mundane to the dilemmatic). Ethical awareness is imperative in successfully addressing patient needs, however, evidence suggests that the ethical import of everyday issues may often go unnoticed by nurses in practice. Assessing nurses’ ethical awareness is a necessary first step in preparing nurses to identify and manage ethical issues in the highly dynamic critical care environment. Purpose: To use Rasch principles to develop a psychometrically sound instrument to assess the nature and extent of critical care nurses’ ethical awareness in the context of everyday nursing practice, and to assess the success of scale development using a Rasch model. Method: An item bank representing nursing actions was developed (33 items). Content validity testing with nursing ethics experts (n = 5) was performed (CVI-I = 1). Eighteen items were selected for face validity testing with graduate nursing students (n = 7). After revisions, two full-scale pilot administrations were performed to run item analyses. Sample: Critical care nurses (n = 116) at a large academic teaching hospital in New England. Results: Pilot test analyses suggest sufficient item invariance across samples and sufficient construct validity. Final analyses demonstrate a progression of items uniformly along a hierarchical continuum; items that match respondent ability levels; response categories that are sufficiently used; a Principle Components Analysis demonstrating randomness of residuals, and adequate internal consistency (Cronbach’s α = 0.83). Mean ethical awareness scores were in the low/moderate range (M = 34.9/54; logit = -0.21). Conclusion: The results of this study suggest the Ethical Awareness Scale (EAS) is a psychometrically sound, reliable, and valid measure of ethical awareness in critical care nurses. / Thesis (PhD) — Boston College, 2017. / Submitted to: Boston College. Connell School of Nursing. / Discipline: Nursing.

Thesis advisor: Larry H. Ludlow / Recent estimates suggest there are roughly 1.6 million homeless children and this number is growing (National Center on Family Homelessness, 2011). This trend is particularly worrisome given that homeless children face a number of obstacles within society and education, not the least of which is negative teacher attitudes (Swick, 2000; U.S. Department of Education, 2002). This study's primary research question addressed whether a set of underlying dimensions could be identified and used to effectively measure teacher attitudes toward homeless students. A necessary part of answering this research question involved the development of a measurement scale. Both Classical Test Theory and Item Response Theory analyses aided in the elimination process of items in order to create the final Teacher Attitudes toward Homeless Students (TAHS) assessment, which includes an attitudes scale and subscales, and a related knowledge scale. The final outcome was a set of 43 items, across eight dimensions, which could effectively be used to measure teacher attitudes toward homeless students. Additionally, the findings upheld the principles of Rasch measurement, including unidimensionality, a hierarchical ordering of items, and a continuum of the construct definition. In other words, the findings indicate that the TAHS scale was successfully developed according to explicit a priori measurement criteria. Moreover, additional correlational and regression analyses provided empirical construct and convergent validity evidence for the TAHS scale. It was also found that attitudes differed slightly for teachers of various backgrounds and experiences, but when analyzed collectively these variables were not significantly related to teacher attitudes toward homeless students. Additionally, there was only a weak relationship between teachers' attitudes and their knowledge about homelessness. Overall the TAHS scale allows for reliable and accurate measurement of teacher attitudes toward homeless students from which valid inferences can be made. The TAHS scale scores and score descriptors can be used to help teacher interpret their attitude. This has the potential for a direct impact in creating equal educational opportunities for homeless students as teachers become aware of their attitude and make positive changes. / Thesis (PhD) — Boston College, 2012. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Research, Measurement, and Evaluation.

Thesis advisor: Katherine L. McNeill / Environmental understanding is highly relevant in today's global society. Social, economic, and political structures are connected to the state of environmental degradation and exploitation, and disproportionately affect those in poor or urban communities (Brulle and Pellow, 2006; Executive Order No. 12898, 1994). Environmental education must challenge the way we live, and our social and ecological quality of life, with the goal of responsible action. The development of a learning progression in environmental thinking, along with a corresponding assessment, could provide a tool that could be used across environmental education programs to help evaluate and guide programmatic decisions. This study sought to determine if a scale could be constructed that allowed individuals to be ordered along a continuum of environmental thinking. First, I developed the Environmental Thinking Learning Progression, a scale of environmental thinking from novice to advanced, based on the current available research and literature. The scale consisted of four subscales, each measuring a different aspect of environmental thinking: place consciousness, human connection, agency, and science concepts. Second, a measurement instrument was developed, so that the data appropriately fit the model using Rasch analysis. A Rasch analysis of the data placed respondents along a continuum, given the range of item difficulty for each subscale. Across three iterations of instrument revision and data collection, findings indicated that the items were ordered in a hierarchical way that corresponded to the construct of environmental thinking. Comparisons between groups showed that the average score of respondents who had participated in environmental education programs was significantly higher than those who had not. A comparison between males and females showed no significant difference in average measure, however, there were varied significant differences between how racial/ethnic groups performed. Overall, the results suggest that the Environmental Thinking Learning Progression and instrument are useful and accurate tools to measure individuals along a continuum from novice to advanced. This can be helpful for environmental education programs for use in evaluation and program development within a diverse context. / Thesis (PhD) — Boston College, 2014. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

Thesis advisor: Katherine L. McNeill / Scientific arguments are used to persuade others for explanations that make sense of the natural world. Over time, through the accumulation of evidence, one explanation for a scientific phenomenon tends to take precedence. In science education, arguments make students' thinking and reasoning visible while also supporting the development of their conceptual, procedural, and epistemic knowledge. As such, argumentation has become a goal within recent policy documents, including the Next Generation Science Standards, which, in turn, presents a need for comprehensive, effective, and scalable assessments. This dissertation used assessments that measure students' abilities to critique scientific evidence, which is measured in terms of the form of justification and the support of empirical evidence, when reading and writing scientific arguments. Cognitive interviews were then conducted with a subset of the students to explore the criteria they used to critique scientific evidence. Specifically, the research investigated what characteristics of scientific evidence the students preferred, how they critiqued both forms of justification and empirical evidence, and whether the four constructs represented four separate abilities. Findings suggest that students' prioritized the type of empirical evidence to the form of justification, and most often selected relevant-supporting justifications. When writing scientific arguments, most students constructed a justified claim, but struggled to justify their claims with empirical evidence. In comparison, when reading scientific arguments, students had trouble locating a justification when it was not empirical data. Additionally, it was more difficult for students to critique than identify or locate empirical evidence, and it was more difficult for students to identify than locate empirical evidence. Findings from the cognitive interviews suggest that students with more specific criteria tended to have more knowledge of the construct. Lastly, dimensional analyses suggest that these may not be four distinct constructs, which has important implications for curriculum development and instructional practice. Namely, teachers should attend to the critique of scientific evidence separately when reading and writing scientific arguments. / Thesis (PhD) — Boston College, 2015. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

The purpose of this study was to evaluate the methods currently available to measure the functional outcomes of physiotherapy treatment for low back problems. As a preliminary step, all extant questionnaires were located and evaluated against practical criteria to determine their likely utility in clinical practice. This process identified a large number of questionnaires, however, only six back-specific questionnaires fulfilled the practical criteria for clinical application. Four of these questionnaires were selected for further evaluation along with a generic health status assessment instrument, the SF-36 Health Survey. Current recommendations suggest that a low-back specific and a generic questionnaire are required for comprehensive assessment of the impact of low back problems. The four back-specific questionnaires selected were the Oswestry Disability Questionnaire, the Quebec Back Pain Disability Scale, the Roland-Morris Disability Questionnaire and the Waddell Disability Index. An evaluation of the literature on the clinimetric properties of these questionnaires revealed that little information was available for the Quebec and Waddell questionnaires and no information was available for any of the questionnaires for a clinical population of people with low back pain seeking physiotherapy treatment in an Australian setting. The primary aim of the research was identify which, if any, of the questionnaires should be recommended for measuring outcomes of physiotherapy treatment for low back pain. Consecutive ambulatory (non-admitted) patients presenting for physiotherapy treatment at three public hospital physiotherapy outpatient departments, three community health services, and four private practices were invited to enter the study. Patients were included if they were seeking treatment for a low back problem, were aged 18 or over, and could read and write English. Subjects completed the questionnaires on two occasions six-weeks apart. One hundred and forty subjects returned the first set of questionnaires, and 106 the second set. The mean age of the sample at pre-test was 51 (SD 17) and ranged from 18 to 89 years. Sixty-six percent were female, 41% were employed and 12% were receiving compensation for their back problem. Duration of the back complaint was more than six weeks for 56% of subjects, and 60% reported five or more previous episodes or continuous pain. Referred pain in the buttock thigh or leg was reported by 70% of subjects. The first aim was to compare the questionnaires for acceptability and comprehensibility. Data quality was high for all the questionnaires (less than 5% missing data). As expected, subjects found the more complex SF-36 Health Survey more difficult to complete than three of the low-back questionnaires. However, less than 10% of subjects found any of the questionnaires more than a little difficult to complete. The next aim was to explore the internal structure and inter-relationships of the low-back questionnaires and the three physical scales of the SF-36 Health Survey (Physical Functioning, Role-Physical and Bodily Pain). Analysis of item-item correlation, item-total correlation and Cronbach�s alpha confirmed that all scales were internally consistent. Factor analysis confirmed item homogeneity (unidimensionality) of all questionnaires except the Roland-Morris Disability Questionnaire. The questionnaires were significantly intercorrelated, but correlations exceeded .70 only for the Oswestry, Quebec and Waddell questionnaires. The next aim of the research was to compare test-retest reliability of the questionnaires. The Oswestry, Quebec and SF-36 Physical Functioning scale had sufficient reliability and scale width for clinical application. Despite previous reports of high reliability, the Roland-Morris scale was significantly less reliable than several of the other questionnaires. This indicates the importance of establishing the measurement properties of a test in the population or setting in which it will be used. The Waddell Disability Index, and the SF-36 Role-Physical and Bodily Pain scales had insufficient scale width to be useful in clinical practice. More than 15% of respondents had an initial score on these scales that would not allow change to be detected with 90% confidence. The next aim of the research was to compare the responsiveness of the questionnaires. None of the questionnaires was consistently identified as more or less responsive than the others although two methods (effect size and Liang�s standardized response mean) suggested the SF-36 Bodily Pain scale was more responsive than some other questionnaires. A secondary aim of this section was to evaluate the validity of the many available responsiveness indices and a novel �reliable change� method. A �known groups� strategy was used to determine whether the responsiveness index could discriminate between the low-back relevant questionnaires and the SF-36 General Health scale, the scores of which did not change across the retest period. With the exception of the novel �reliable change� method the responsiveness indices were all found to be valid indicators of responsiveness. Guyatt�s Responsiveness Index, effect size and Liang�s standardized response mean discriminated at 95% confidence between the reference scale and all the low-back questionnaires. The standardized response mean, t-test, correlation and ROC methods discriminated between the reference scale and five or six of the seven other questionnaires. Guyatt�s index was recommended as the best of the criterion-based methods, and the effect size the best of the distribution-based methods. The three questionnaires identified as having sufficient reliability and scale width, the Oswestry, Quebec and SF-36 Physical Functioning scale, were next analysed for data fit to a Rasch model. All three questionnaires had good data fit and item function was not affected by time, age, gender or whether or not subjects reported avoiding bending. The final aim of this research was to identify by Rasch analysis items to supplement the SF-36 Physical Functioning scale. The new scale, named the Low-Back SF-36 Physical Functioning18, showed comparable reliability and responsiveness to the SF-36 Physical Functioning scale. Further research is required to establish the measurement properties of the Low-Back SF-36 Physical Functioning18 scale in an independent sample. However, it has the potential to improve the clinical measurement of function by providing clinicians with a single measurement tool for comprehensive assessment of patients with low back pain.

This study aims at revising the Chinese-version Multidimensional Sense of Humor Scale (Ho, Chik, & Thorson, 2008) using Rasch analysis, and to compare differences between two kinds of data collection¡Xweb-based questionnaire and paper-and-pencil questionnaire. Participants were 634 (sample 1) and 587 (sample 2) undergraduate students respectively for item revision and validation. Sample 2 were grouped into 4 groups to test differences between the two kinds of data collection. Rasch Rating Scale Model analysis was used to assess model-data fit, and MANCOVA was employed to compare the differences between the web-based and paper-and-pencil questionnaires. The results indicated that three dimensions of the revised 18-item scale¡Xhumor production, attitudes towards humor, and coping humor¡Xshowed good model-data fit. All items had no statistically significant differential item functioning in genders (boys and girls) and in ways of testing (the web-based and the paper-and-pencil). Reliabilities for humor production, attitudes towards humor, and coping humor were .89, .81, and .81 respectively. The revised scale was further examined through construct-related validity through general self-efficacy and emotional adaptive ability. Furthermore, only the dimension of attitudes towards humor had a statistically significant difference in ways of testing. Suggestions for future research on developing instrument of sense of humor were proposed.

This study concerned the development of measures for youth civic development in Malaysia with four major goals in mind, namely conceptual, measurement, baseline/pragmatic, and predictive goals. It was a preliminary study of its kind in Malaysia as Malaysia did not participate in any international or regional study such as the IEA Civic Study. The central intention of the study was to establish a conceptually valid assessment framework and psychometrically sound instruments for the measurement of youth civic development in Malaysia. This would, in turn, provide some baseline information upon which future research on youth civic development in Malaysia could build. Civics as a subject was removed from the Malaysian school curriculum in the early 1980s and Civic and Citizenship Education as a specific subject, with an explicit structure and curriculum framework, was reintroduced only in 2005. It was not feasible at the time when this study was conducted to conduct a specific assessment on the outcomes for school-aged students as explicated and expected in the curriculum framework. Therefore, the post-school-aged group of young undergraduates in public universities within the age range of 17-28 was selected as the target population. Firstly, a conceptualisation of youth civic development was synthesized by identifying current views on citizenship, as set out in the international literature and, specifically, in Malaysia in two major documents – the Rukenagara and Vision2020. Civic development consists of three variables of Civic Knowledge (CK) (knowledge about the legal status and associated rights and responsibilities of citizens); Civic Disposition (CD) (views on identity and attitudes as a citizen); and Civic Engagement (CE) (participation as a citizen). The relationship between civic development variables was explicated through a Neo-Vygotskian cultural-historical theory of human development. In addition, Bronfenbrenner’s Socio-Ecological Theory of human development was adopted for the selection of contextual and individual factors (the independent variables) for the conceptual model. To help ensure cross-cultural validity for use within the Malaysian socio-cultural context, the three dependent variables of CK, CD and CE, and the independent variables were appraised for their suitability for use within the Malaysian socio-cultural context before they were operationalized into observable indicators. Secondly, the Rasch measurement paradigm, framework and model were adopted as the foundation for instrument development and validation. The procedures for instrument development followed Wilson’s model of four building blocks of instrument development (Wilson, 2005). Three instruments were developed for this study, namely The Malaysian Civic Knowledge Inventory (MCKI), The Malaysian Civic Disposition Inventory (MCDI), and the Malaysian Civic Engagement Inventory (MCEI). Items from existing instruments in international literature were adopted or adapted for the three instruments, especially the MCEI, if there was construct equivalence in Rukunegara and Vision 2020. This was to ensure a cumulative tradition in research on youth civic development. Most of the items in the MCKI and the MCDI however were developed specifically for this study to capture the specificity of the civic culture of Malaysia. The target population for the study was undergraduate students enrolled in Malaysian public universities. Students at one public university were chosen as the accessible population. Data were collected in February 2006 (pilot study) and from July to August 2006 (main study). The sample for this study (N=1391) was drawn through multistage cluster sampling by study concentration, level of study, and clusters based on lecture/tutorial group. The sample also, by default, included major inherent characteristics of the target population, particularly gender (Male and Female) and ethnicity (Malay, Chinese, Indian and other ethnic groups). Rasch analyses confirmed the three-dimensional structure of youth civic development. Three measurement scales with acceptable psychometric properties were established to provide measures for the three dependent variables of CK, CD and CE. The hypotheses about civic development (in terms of CK, CD and CE) as a ‘tool and result’ activity were tested through path analyses of mediational relationships based on Baron and Kenny’s criteria (1986) using the Rasch-derived linearized scores from the main study. Analyses provided statistical support for a bidirectional association between each pair of CK, CD and CE, despite the low inter-correlations between them. This study revealed that, on average, youth in this study demonstrated a moderately high level of CK (Mean =1.11, SD = 0.77), a positive CD (Mean = 1.25; SD = 0.63) but a moderately low CE (Mean = -0.44; SD = 0.92). The Malay sub-sample scored, on average, higher on all three dimensions of civic development. The results of hierarchical multiple regressions however showed the effect of ethnicity (Malay or Non-Malay) was statistically non-significant when other contextual (home, curricular and co-curricular) variables were entered into the regression equation. This indicates it is not ethnicity that predicts levels of civic development, but rather it is the differences in other socio-political entitlements and status associated with ethnic status. Three selected collective social-contextual factors of home, curriculum and co-curriculum explained only a fairly modest but statistically significant amount of variance (10 to 20%) in the dependent variables. Finally, the findings were discussed in relation to the theoretical perspectives undergirding this study. Pragmatic implications for policy planning as well as other relevant stakeholders involved in youth civic development are also discussed.

This study examines the validity of the measures obtained from a performance assessment of students' developing context in a numeracy context. The study was based on three premises: that teachers could make valid and reliable judgments about their students in regular classroom situations; that numeracy competence was developmental and involved higher order thinking; and that using different performance tasks could provide information about changes in students' performances over time. (For complete abstract open document)