Darrell M. Hull

Negotiation of meaning and co-construction of knowledge: An experimental analysis of asynchronous online instruction

Variations in group co-construction of knowledge and the extent to which participants engaged in negotiating meaning were directly related to instruction. The authors examined social interaction resulting from controlled variation in instruction using a counter-balanced design in two professional development courses for teachers. Both courses were held at the same time, included the same content with the same instructor, and were held in an asynchronous online format. Twenty-four subjects were randomly assigned to the two courses. Using socio-historical constructivist theory to guide instruction interventions, instruction frequency and questioning were intentionally manipulated during one-half of each course. The variations in instruction were hypothesized to promote negotiation of meaning and co-construction of knowledge within both groups. Transcript analysis using a dependent measure of social interaction was applied to the 782 utterances of the participants. Multiple comparisons revealed significant differences in the dependent measure in portions of the course where modified instructional strategies were implemented. The results show that relatively simple alterations in instructional practice (e.g., increasing instructional statements from once to twice per week and engaging participants in dialogue through open-ended questioning) yields a substantially enhanced learning outcome within this environment. Strong evidence suggests that online learning groups depend heavily on instruction to facilitate negotiation of meaning and co-construction of knowledge. This research raises concerns about whether or not instructors employ instructional strategies that influence social knowledge construction and subsequent learning outcomes from asynchronous online courses. In addition, the study demonstrates the utility of a previously published measure for social interaction in CMC.

Methodology in Our Education Research Culture: Toward a Stronger Collective Quantitative Proficiency

How doctoral programs train future researchers in quantitative methods has important implications for the quality of scientifically based research in education. The purpose of this article, therefore, is to examine how quantitative methods are used in the literature and taught in doctoral programs. Evidence points to deficiencies in quantitative training and application in several areas: (a) methodological reporting problems, (b) researcher misconceptions and inaccuracies, (c) overreliance on traditional methods, and (d) a lack of coverage of modern advances. An argument is made that a culture supportive of quantitative methods is not consistently available to many applied education researchers. Collective quantitative proficiency is defined as a vision for a culture representative of broader support for quantitative methodology (statistics, measurement, and research design).

An Item-Level Examination of the Factorial Validity of NEO Five-Factor Inventory Scores

The NEO Five-Factor Inventory (NEO-FFI) is often used in field-based research and clinical studies as it is designed to measure the same personality dimensions as the longer NEO Personality Inventory in a shorter time frame. In this study, the authors examined the reliability and structural validity of the NEO-FFI scores at the item level in a large sample of Jamaican young adults (N = 1,021; ages 17-24 years). Across different factor estimation and rotation methods, many NEO-FFI items performed poorly. Likewise, the estimated reliability of the NEO-FFI scores was poor (except Conscientiousness) across different estimations of reliability. These items and scores were then compared with other studies of the NEO-FFI that reported item-level pattern/structure coefficients or reliability estimates. Similarities in item performance and low reliability estimates across studies suggest that the items, rather than cultural differences, account for much of the poor performance of the NEO-FFI scores, especially in the domains of Extraversion, Openness to Experience, and Agreeableness.

Parent Involvement and Science Achievement: A Cross-Classified Multilevel Latent Growth Curve Analysis

ABSTRACT The authors examined science achievement growth at Grades 3, 5, and 8 and parent school involvement at the same time points using the Early Childhood Longitudinal Study–Kindergarten Class of 1998–1999. Data were analyzed using cross-classified multilevel latent growth curve modeling with time invariant and varying covariates. School-based involvement did not predict students’ initial science achievement status or their growth trajectory. Gender, race/ethnicity, parents socioeconomic status, and schools percentage of free lunch eligible students were better predictors of intercept or slope. Findings indicated that students with lower initial science achievement scores had a faster rate of growth across time. Therefore, the science achievement gap narrows over time.

The Influence of Youth Assets on the Career Decision Self-Efficacy in Unattached Jamaican Youth.

The present study expands the career decision self-efficacy (CDSE) literature by focusing on a sample of unattached Jamaican youth to determine if youth assets (protective factors like family communication and peer role models) were predictive of increased CDSE. Unattached youth are defined as those that do not have a job or are not currently enrolled in any educational or other training program. Participants consisted of 921 unattached Jamaican youth (557 females) ranging from 16 to 25 years of age. Participants completed the Career Decision Self-Efficacy-Short Form Scale and the Youth Asset Survey. Results from multiple regression analyses revealed that female youth reported higher CDSE scores than their male counterparts. Results also indicated that youth who reported making more responsible choices, having higher future aspirations, and having more peer and nonparental adult role models had higher CDSE scores. Implications for practice are discussed relative to the culture of Jamaica and unattached youth.

Media’s moral messages: assessing perceptions of moral content in television programming

This study extends the examination of moral content in the media by exploring moral messages in television programming and viewer characteristics predictive of the ability to perceive such messages. Generalisability analyses confirmed the reliability of the Media’s Moral Messages (MMM) rating form for analysing programme content and the existence of 10 moral themes prevalent in television media. Standard regression analyses yielded evidence indicating viewers’ moral expertise, as measured by the Defining Issues Test (DIT), familiarity with the programme and level of education predicted their ability to perceive moral messages in a television drama popular in the USA at the time of data collection. Identification of patterns in moral content represented in television programming, as well as knowledge of how viewer characteristics relate to their ability to perceive such content, can provide parents and educators with a means for better comprehending messages regarding human interaction to which they or their children are exposed.

How Do Jamaica’s Unattached Youth View Their Career Prospects and Life Skills?

How do unattached Jamaican youth regard their educational and employment prospects? We investigate perceptions by out-of-school, unattached youth, ages 14–24, who are neither employed nor attending training program. From a human capital theoretical perspective, and based on surveys of Jamaican youth, we explore the prevalence and variability of perceptions. Our findings indicate significant gender differences. We discuss overall perceptions in the context of Jamaica’s educational system and employment opportunities. We identify policy implications and future research directions with respect to institutional attempts to change the bleak outlook for lower social status youth.

Structural Validity of the Professional Development Profile of the LoTi Digital-Age Survey.

The present study was used to examine the structural construct validity of the Professional Development Profile of the LoTi Digital-Age Survey, a measure of teacher instructional practices with technology in the classroom. Teacher responses (N = 2,840) from across the United States were used to assess factor structure of the instrument using exploratory and confirmatory analyses. Parallel analysis suggests retaining a five-factor solution compared to the MAP test that suggests retaining a three-factor solution. Both analyses (EFA and CFA) indicate a revised factor structure, also known as the Professional Development Profile, of the survey. Two hypothesized factors were composed of items that did not cover or accurately measure the content of traits purported to be assessed. Problematic items, such as items with cross-loadings, are discussed and suggestions for item retention and conceptualization of the structure of the instrument.

Exploring Science Career Interest: Latent Profile Analysis of High School Occupational Preferences for Science

The present study evaluates high school juniors and seniors (n = 295) to explore their preference for science as indicated by science motivation, attitude, academic experience, and interest. Latent profile analysis was used to model profiles of preferences for science with a person-centered approach. Then, the impact of self-concept variables was explored and four profiles of science interest were identified. Gender differences were of particular interest due to concerns noted in the literature, and some gender differences were identified in the present study. Covariate analysis indicated vocabulary ability and personality as significantly different for students in the high science interest profile. Implications of these results and future research directions are discussed.

Workplace Skills Development: A Multilevel Study of Jamaican Unattached Youth

Youth are the future of a country and their workplace skills are vital for a society’s growth and development. Unattached youth, neither at school nor at employment, pose a great challenge to the society. This study examines the impact of certain factors on unattached youth workplace skill development. Using a group of 322 unattached Jamaican youth who were recruited by the Jamaican National Youth Service, this study investigates certain individual differences such as five personality factors (openness, conscientiousness, extraversion, agreeableness, and neuroticism), cognitive ability, and gender’s impact on workplace skills development among this group of Jamaican unattached youth using the multilevel modeling (MLM) analysis. The findings indicated that certain individual characteristics such as neuroticism and agreeableness have significant impact on their workplace skills development. Based on these results, career counseling and development should be considered to help unattached youth to develop their workplace skills to reach their potential.