Chad M. Gotch

UDL in the middle school science classroom: Can video games and alternative text heighten engagement and learning for students with learning disabilities?

This article examined the performance of 57 students with learning disabilities (LD) from four middle schools. Students were followed over the course of a school year in their inclusive science classrooms as they alternated between the use of traditional curricular materials for some units of study and materials that were supplemented with video games and alternative print-based texts to more closely align with Universal Design for Learning (UDL) guidelines during other units. Findings indicate that video games and supplemental text were effective at providing students with multiple means of representation and expression. The UDL-aligned units led to heightened levels of student engagement. There were no significant differences on posttest scores when students with LD were compared with peers without LD. Students’ performance did not indicate significant differences between UDL-aligned units and those taught using traditional curricular materials. Findings suggest a need for alternative assessments to measure learning outcomes during UDL-aligned units. Implications for practice and areas of future research are discussed.

Persisting Issues in Pedagogical Agent Research

Virtual characters have become ubiquitous in multimedia applications, appearing in numerous contexts such as characters in video games, avatars in immersive worlds, or tutors in multimedia learning environments. One type of virtual character is known as a pedagogical agent. Pedagogical agents are lifelike characters present in multimedia learning environments in order to facilitate learning. Pedagogical agents have been researched for nearly two decades, yet the effectiveness of including an agent in a learning environment remains debatable. The purpose of this study was to critically examine persisting issues in pedagogical agent research that examines the use of an agent to a nonagent condition. Our analysis of the literature highlights three persisting issues and provides promising future research directions.

Elementary Teachers' Knowledge and Self-Efficacy for Measurement Concepts

Educational standardized testing impacts millions of children and educational professionals each year. In the current accountability climate, an effective educational system depends on professionals who are literate in assessment and can take the appropriate actions in response to test results. Measurement researchers should begin to focus more attention on how teachers use assessment results, what skills teachers possess, and what teachers believe they can do in working with test results. This study examined elementary teacher knowledge and self-efficacy in measurement concepts through a random sample of teachers in the state of Washington. Teachers had greater success with skills related to basic measurement concepts compared to using test scores for informed decisions. No relationship was found between years of teaching and measurement knowledge or self-efficacy. However, teachers showing interest in resources for communicating test results to parents had lower self-efficacy compared to teachers not interested in resources.

The Characteristics and Motivations of Contemporary Entrepreneurship Students

Entrepreneurship is among the fastest growing curricular areas at universities. The rationale for delivering entrepreneurship education to students is well understood; however, minimal research has examined the characteristics, motivations, and attitudes of those choosing to enroll. The authors examine data collected across 5 years from 2,664 students enrolled in a multidisciplinary entrepreneurship course offered at a major university in the United States. It highlights why demographic characteristics, career intentions, and what is termed entrepreneurial maturity should be taken into consideration in course and program development. The study provides valuable baseline data that can inform entrepreneurship education research, pedagogy, and assessment.

Understanding School Truancy: Risk–Need Latent Profiles of Adolescents

Washington state requires school districts to file court petitions on students with excessive unexcused absences resulting in thousands of youth becoming involved in the court system. Once in the system, decisions are made about the level of risk each youth has for maladaptive behaviors. The Washington Assessment of the Risks and Needs of Students was created to assist youth service providers, courts, and schools to identify an adolescent’s needs for social, emotional, or educational intervention. However, the profile-based decisions advocated for by test developers lack empirical justification. This study employed latent profile analysis to examine risk and needs profiles of adolescents based on the Washington Assessment of the Risks and Needs of Students assessment. Profiles were developed to aid understanding of behaviors associated with school truancy, and examined across outcome variables (e.g., suspensions, arrests) to evaluate evidence in support of predictive claims. Results suggest distinct profiles that differ on important outcomes.

Initial Validity Evidence for the State Mindfulness Scale for Physical Activity With Youth

ABSTRACT Experiencing mindfulness during movement-based interventions (e.g., yoga) may help support adaptive physical activity motivation processes in youth. However, there is currently no measure for assessing state mindfulness with youth within the context of physical activity. The purpose of this study was to qualitatively and quantitatively evaluate a measure of state mindfulness for physical activity in youth. In study one, cognitive interviews with youth (N = 15) ages 8–13 evaluated the State Mindfulness Scale for Physical Activity item comprehension and preference for developmentally worded modifications. Results suggest that problems with item comprehension were more likely in youth younger than 10. In study two, the State Mindfulness Scale for Physical Activity, or a modified version, was administered randomly to middle-school students (N = 481). Internal consistency reliability, confirmatory factor analyses, model-based reliability omega, and correlations with theoretically relevant variables combined with the qualitative evidence provided stronger initial support for the use of the original State Mindfulness Scale for Physical Activity with middle-school students.

Use of Standard Deviations as Predictors in Models Using Large-Scale International Data Sets

ABSTRACT Measures of variability are successfully used in predictive modeling in research areas outside of education. This study examined how standard deviations can be used to address research questions not easily addressed using traditional measures such as group means based on index variables. Student survey data were obtained from the Organisation for Economic Co-operation and Development to examine standard deviation predictors in multilevel models. These predictors and interactions explained additional variation in the dependent variable beyond the control variables. Models using biased and unbiased standard deviations were compared. Meaningful differences were found between the models. Findings supported how standard deviation predictors may increase explanatory power and accuracy of models commonly used in educational research.

Sex Differences in Item Functioning in the Comprehensive Inventory of Basic Skills−II Vocabulary Assessments

The Brigance Comprehensive Inventory of Basic Skills–II (CIBS-II) is a diagnostic battery intended for children in grades 1st through 6th. The aim of this study was to test for item invariance, or differential item functioning (DIF), of the CIBS-II across sex in the standardization sample through the use of item response theory DIF detection methods. Specifically, we studied two subtests—Reading Vocabulary Comprehension and Listening Vocabulary Comprehension. Form A exhibited a smaller degree of DIF compared to Form B across the two subtests. Thus, we recommend that Form A be the form of choice for practitioners.

Examining Score Report Language in Accountability Testing

The purpose of this study was to examine patterns of language use in score reports within a North American context. Using a discourse analysis approach informed by conversation analysis, we explored how language was structured to express ideas or (re-)produce values, practices, and institutions in society. A sample of ten reports from the United States and Canada within the domain of accountability testing was selected. Observed patterns of language represented micro-discourses embedded within broader discourse related to accountability mandates within each country. Three broad themes were identified within and across the score reports— Displays of Information, Knowledge Claims, and Doing Accountability. Within each of the broad themes were sub-themes—script formulations, hedging, establishing authority, establishing responsibility, word choice, and visual representations—that characterized more fine-grained textual features. Future research may explore empirical evidence for the social dynamics identified through this study’s textual analysis. Complementary lines of research on both cognitive and affective factors of score report interpretation and use are encouraged.

Factor Structure and Invariance of an Adolescent Risks and Needs Assessment

The Washington Assessment of Risks and Needs of Students is a youth self-report screening instrument developed for use by high school and juvenile court personnel faced with the legal and practical challenges of high truancy and dropout rates. It purports to measure six facets of risks and needs of youth relevant to improving school outcomes. In this study, a bifactor model measuring a general factor and six specific factors was examined for fit and invariance across different groups defined by sex and race/ethnicity, with a sample of court-petitioned high school students (N = 937; ages 13-17 years). The results of multigroup confirmatory factor analysis revealed an essentially invariant bifactor structure across the groups. Further analysis of reliability support the use of the general factor to guide decision making for youth at risk for truancy and school failure, and scores deriving from the six specific factors as providing insight on specific areas of risk and need.