Joan K. Gallini

When Is an Illustration Worth Ten Thousand Words

In three experiments, students read expository passages concerning how scientific devices work, which contained either no illustrations (control); static illustrations of the device with labels for each part (parts), static illustrations of the device with labels for each major action (steps), or dynamic illustrations showing the «off» and «on» states of the device along with labels for each part and each major action (parts-and-steps)

Teachers’ assessment literacy and attitudes

Abstract Teachers use various assessment methods to make decisions in their classrooms. This study focused on the relationship between teachers’ knowledge about educational assessment and their attitudes toward various forms of assessment. One hundred seventeen inservice teachers responded to questions on a data collection instrument. Analytical methods included canonical correlation and other correlational procedures. Results from the study indicate that knowledge about educational assessment is moderately related to current attitudes toward assessment. The implications of these results are considered within the context of providing quality training in educational measurement for inservice teachers.

Effects of Schema-Based and Text Structure-Based Cues on Expository Prose Comprehension in Fourth Graders

Abstract We investigated the effects of schema-based cues (i.e., previewing) and text structure-based cues (i.e., structure cueing) on comprehension of expository prose. Seventy-four fourth-grade subjects were randomly assigned to one of three treatment conditions: previewing, structure cueing, and control. The procedures for both experimental groups consisted of a (a) training activity, (b) silent reading of a passage, (c) multiple-choice test, and (d) student-generated summary. Subjects in the previewing strategy group received instruction in focusing on preview statements preceding targeted portions of the text. Subjects in the structure cueing strategy group received instruction in text organizational patterns focusing on problem/solution and comparison/contrast formats. The control group received no instruction. Subjects participated in six 50-minute instructional and testing sessions over a 3-week period. Dependent measures consisted of initial and delayed multiple-choice tests, student-generated su...

Misspecifications That Can Result in Path Analysis Structures

Structural equation modeling provides the behav ioral and social science researcher with a sophisticated methodology to investigate causal relationships among variables within a theoretical framework. However, the researcher must guard against specification error that can result from an inadequate theoretical model. The issue of specification error is a concern in any type of causal structure, from the simplest to the most complex. In this article discussion of specification er ror focuses on path analysis structures, a restricted type of causal model. Such structures imply rather stringent assumptions. Violations of the assumptions are discussed as possible sources of specification error in path analysis models. Alternative models are for mulated and empirically estimated to demonstrate the possible consequences of misspecified models. The discussion is extended to address the issue of specifi cation error in LISREL-type models as well.

Developing a Discourse Community of Preservice Teachers in a Technology-Mediated Context

Abstract Through an asynchronous discussion group on the Internet, students were given opportunities to interact in a community of beginning preservice and inservice teachers. They questioned, argued, and negotiated issues generated from their experiences in an introductory educational psychology course and school‐based practicum. This paper reports findings from an investigation into the social dynamics of a technology‐mediated environment and the extent to which community‐building occurred. Using a discourse analysis approach, the data were analyzed to determine the extent to which a technology‐mediated discourse community reflects the five main features that characterize the ethos of classroom communities: respect among members with open exchange of ideas, individual responsibility with communal sharing, shifting roles among members, constructive discussion/making meaning, and a participation framework. Illustrations of each of these categories that demonstrate an overall sense of community among the participants are provided.

A Comparison of the Effects of Logo and a CAI Learning Environment on Skills Acquisition

The present study investigated the impact of computer-based environments in enhancing a particular set of cognitive outcomes. Of specific focus was a comparison between a Logo and a more traditional CAI context in promoting ones ability to follow directions and construct directions in the process of solving problems. Forty-four fourth-grade students were randomly assigned to one of the two treatment groups. Subjects engaged in group discussions and hands-on computer activities over a five-week period. In the Logo group subjects essentially tested programming techniques in constructing a variety of structures. The CAI group worked with similar stimuli, but in a “program-directed” format. Results demonstrated higher posttest achievement in the Logo groups ability to formulate directions in different instances. However, the following direction performances were essentially the same for both groups. The study raises important theoretical issues regarding the role of specific types of features of computer-based environments in effecting different types of cognitive as well as affective outcomes. Of particular note are the merits of such research to generate new hypotheses about CBI contexts adapted to meet individual differences in learning.

Metaphors and Learning New Text

In this study, we investigated the influence of metaphors on text processing. Sixty-two graduate students were randomly assigned to three conditions that varied in the degree of explicitness provided between a metaphor and new information, both presented in the text. Differences in comprehension and overall number of ideas recalled were trivial among the three groups. In addition, there was a lack of total change in recall over time. However, a significant effect was found for the time by group interaction. In addition, both type of idea (main and minor, and metaphoric-linked and non-linked) by group interactions were significant, with the metaphor groups recalling more. Text supplements, such as metaphors, can direct the readers attention to certain types of ideas.

A Rasch Analysis of Raven Item Data.

The Progressive Matrices items require varying degrees of analytical reasoning. Individuals high on the underlying trait measured by the Raven should score high on the test. Latent trait models applied to data of the Raven form provide a useful methodology for examining the tenability of the above hypothesis. In this study the Rasch latent model was applied to investigate the fit of observed performance on Raven items to what was expected by the model for individuals at six different levels of the underlying scale. For the most part the model showed a good fit to the test data. The findings were similar to previous empirical work that has investigated the behavior of Rasch test scores. In three instances, however, the item fit statistic was relatively large. A closer study of the “misfitting” items revealed two items were of extreme difficulty, which is likely to contribute to the misfit. The study raises issues about the use of the Rasch model in instances of small samples. Other issues related to the in...

An Investigation of the Effect of Sample Size and Specification Error on the Fit of Structural Equation Models

AbstractCovariance structure analysis provides a useful methodology to test hypotheses about competing structural models. The chi-square goodness of fit test is basically an appropriate test for model evaluation. However, methodologists are particularly concerned about the validity of the test to detect misspecified models in small samples. At the same time, there is the concern of rejecting models with reasonably good fit in large samples. The present Monte Carlo study examined the validity of the chi-square test in different instances of misspecification and sample size. The usefulness of the chi-square difference statistic to compare competing structures and improvement in fit is also addressed.

The Influence of Anaphoric Relations and Departures from Story Grammar Structure on Text Processing.

Abstract The use of anaphoric relations and text adherence to story grammar rules were manipulated to produce different conditions of inferencing demands for college‐age students. Participants read passages that varied in the degree to which bridging inferences had to be formulated for text cohesion and understanding. This was done by using either word/concept repetition (least demanding; the low‐inference group) or pronominal, substitution, and ellipsis anaphora (most demanding; the high‐inference group) in passages. Subjects in both conditions read a passage consistent with story grammar rules and another passage departing from the typical narrative story schema.