Mary Margaret Capraro

Myers-Briggs Type Indicator Score Reliability Across: Studies a Meta-Analytic Reliability Generalization Study

The Myers-Briggs Type Indicator (MBTI) was submitted to a descriptive reliability generalization (RG) analysis to characterize the variability of measurement error in MBTI scores across administrations. In general, the MBTI and its scales yielded scores with strong internal consistency and test-retest reliability estimates, although variation was observed.

Measurement Error of Scores on the Mathematics Anxiety Rating Scale across Studies.

The Mathematics Anxiety Rating Scale (MARS) was submitted to a reliability generalization analysis (RG) to characterize the variability of measurement error in MARS scores across administrations and identify possible study characteristics that are predictive of score reliability variations. In general, the MARS and its variants yielded scores with strong internal consistency and test-retest reliability estimates, although variation was observed. Adult samples were related to lower score reliability compared to other age groupings. Inclusion of total score standard deviation in the regression models resulted in roughly 25% increases in R 2 effects.

Reporting Practices in Quantitative Teacher Education Research: One Look at the Evidence Cited in the AERA Panel Report

The authors of this article examine the analytic and reporting features of research articles cited in Studying Teacher Education: The Report of the AERA Panel on Research and Teacher Education (Cochran-Smith & Zeichner, 2005b) that used quantitative reporting practices. Their purpose was to help to identify reporting practices that can be improved to further the creation of the best possible evidence base for teacher education. Their findings indicate that many study reports lack (a) effect sizes, (b) confidence intervals, and (c) reliability and validity coefficients. One possible solution is for journal editors to emphasize clearly the expectations established in Standards for Reporting on Empirical Social Science Research in AERA Publications (AERA, 2006).

The Mathematics Content Knowledge Role in Developing Preservice Teachers' Pedagogical Content Knowledge.

Abstract This paper outlines the nexus between mathematics content knowledge and pedagogical knowledge in developing pedagogical content knowledge. Increasing expectations about what students should know and be able to do, breakthroughs in research on how children learn, and the increasing diversity of the student population have put significant pressure on the knowledge and skills teachers must have to meet education goals for the 21st century. Specifically, in undergraduate mathematics education, how pedagogical awareness is taught should relate to deeper and broader understandings of mathematical concepts for preservice teachers. The participants (n = 193) were enrolled in their senior integrated methods block in the semester prior to beginning their student teaching. Among the data analyzed were previous mathematics course performance, a pre- and post-assessment instrument, success on the state level teacher certification examination, and portfolios and journals. The results indicated that previous mathematics ability and posttest performance were valuable predictors to student success on all portions of the state-mandated teacher certification exam, ExCET. The qualitative data indicated that mathematically competent preservice teachers exhibited progressively more pedagogical content knowledge as they were exposed to mathematics pedagogy during their mathematics methods course.

Treatments of effect sizes and statistical significance tests in textbooks.

The dialog surrounding effect sizes and statistical significance tests often places the two ideas into separate camps amid controversy. In light of recommendations by the Task Force on Statistical Inference and the fifth edition of the American Psychological Association Publication Manual calling for the reporting of effect sizes, a review of treatments of effect sizes in textbooks may be quite timely. This study reviews textbooks published since 1995 and as regards treatments of effect sizes and statistical significance tests. Of The textbooks examined, every textbook (n = 89) included the topic of statistical significance testing (2,248 pages), whereas only a little more than two thirds of the textbooks (n = 60) included information on effect sizes (789 pages).

Are You Really Going to Read Us A Story? Learning Geometry Through Children's Mathematics Literature

This study analyzed how one teacher used contemporary childrens literature to supplement middle-grades geometry. The teachers students were matched to students in other classes on general reading, general mathematics, and geometry. Student and teacher interviews, observation notes, and video tape recordings provided insights into fluency and flexibility with mathematical vocabulary. On the three outcome measures, the groups showed little change in general reading and a modest increase in general mathematics abilities. In contrast, the students in the childrens literature group showed markedly improved performance in geometry. Analyses indicated these students: (a) showed fluency with geometry vocabulary, (b) demonstrated flexibility in the application of geometry concepts, (c) explained formulae with rich descriptions, and (d) outperformed the non story group on geometry ability when controlling for pretest performance.

Impact of sustained professional development in STEM on outcome measures in a diverse urban district

ABSTRACT Sustained professional development can support STEM (Science, Technology, Engineering, and Mathematics) reform. The authors describe a 3-year study of sustained professional development for 3 diverse urban schools across the salient factors of fidelity of implementation of project-based learning, development of professional learning communities, and student achievement. Qualitative and quantitative data were collected. The students who experienced the greatest fidelity of implementation exhibited the greatest gains (d = 1.41–2.03) on standardized test scores, while those with the lowest fidelity of implementation exhibited negative gains (d = –0.16 to –0.08). Qualitative data indicated teachers perceived there were multiple benefits from the implementation of project-based learning.

Exploring the APA Fifth Edition "Publication Manual"'s Impact on the Analytic Preferences of Journal Editorial Board Members.

This article explores the reporting preferences of editorial board members of the American Education Research Journal,Educational Researcher, Journal of Educational Psychology, and Journal of Counseling and Development, as regards some analytic practices now suggested in the fifth edition of the American Psychological Association Publication Manual. The findings reflect the movement of the field toward reforms in practices but some resistance toward explicating editorial mandates, even though editors at 23 journals have now done so as regards effect size reporting.

Interdisciplinary Stem Project-Based Learning

Project-Based Learning (PBL) is defined as a “model for classroom activity that shifts away from the classroom practices of short, isolated teacher-centered lessons and instead emphasizes learning activities that are long-term, interdisciplinary, student-centered, and integrated with real-world issues and practices” (Holbrook, 2007, Internet). Additionally, PBL has been described as an “identification of suitable projects and integration into a curricular unit …” (Powers & DeWaters, 2004, p. 2). As can be seen from the above statements and the previous chapters, an essential component of PBL is the bridging of discrete subject areas into projects that address challenging questions or issues. These questions or issues drive students to encounter and struggle with the central concepts and principles of a discipline (Thomas, 2000).

Middle-Grade Preservice Teachers’ Mathematical Problem Solving and Problem Posing

Empirical data were gathered from 51 middle-grade preservice teachers who were randomly assigned into one of two groups. The first group solved a task and then posed new problems based on the given figures, and the second group completed these activities in reverse order. Rubrics were developed to assess the written responses, and then thoughts and concerns related to problem-posing experiences were collected to understand their practices. Results revealed that the preservice teachers were proficient in solving simpler arithmetic tasks but had difficulty generalizing and interpreting numerals in an algebraic form. They were able to pose some basic and reasonable problems and to consider important aspects of mathematical problem solving when generating new tasks. Thus, teacher educators should provide substantial educational experiences by incorporating both problem-solving and problem-posing activities into engaging instruction for preservice teachers.