Natalie A. Koziol

The relation of parenting, child temperament, and attachment security in early childhood to social competence at school entry

A wealth of research demonstrates the importance of early parent-child interactions on childrens social functioning. However, less is known about the interrelations between child and parent characteristics and parent-child interactions in early childhood. Moreover, few studies have broadly examined the longitudinal relations between these constructs and social competence. This study is an examination of the relations between parent responsiveness, negativity, and emotional supportiveness, attachment security, and child temperament, and their impact on childrens social competence from infancy to kindergarten entry. The sample was derived from the Early Childhood Longitudinal Study--Birth Cohort and included 6850 parent-child dyads. Observational and rating scale data were used. The proposed model was nearly fully supported by path analysis, and it provides insight into the complex relations between early parenting behaviors, child characteristics, and parent-child interactions in the development of social competence.

Congruence in parent-teacher relationships: The role of shared perceptions.

Parental engagement is an important avenue for supporting student achievement. Positive relationships between parents and teachers are increasingly recognized as vital in this process. Most studies consider parents’ and teachers’ perceptions separately, and it is unknown whether shared perceptions of relationship quality matter with respect to child outcomes. This study investigated the role of relationship congruence in predicting child academic, social, and behavioral outcomes in 175 elementary students referred for behavioral consultation. Results indicated that teacher, but not parent, ratings of child social skills and externalizing behaviors were more favorable in the presence of a shared, positive view of the relationship. Furthermore, parents who reported higher levels of home-school conferencing and greater self-efficacy were more likely to be in congruent, positive relationships. Though preliminary, these results suggest that shared perceptions of relationship quality may be important in understanding reports of child behavior and finding ways to support positive student outcomes.

Congruence in Parent-Teacher Communication: Implications for the Efficacy of CBC for Students with Behavioral Concerns.

Abstract. The present study examined parent–teacher congruent communication within conjoint behavioral consultation (CBC). Specifically, the study purpose was to determine the extent to which congruence in parent–teacher communication (i.e., the degree to which parents and teachers view their communication in a similar fashion) moderated CBCs effects on childrens social skills. Drawn from a large randomized trial investigating the efficacy of CBC, the participants were 166 children and their parents and 74 teachers. The findings suggested that CBCs effects on teacher-reported childrens social skills depend on congruent parent–teacher communication. Specifically, for students whose parents and teachers have these communication conditions, social skills are expected to increase only in the context of the CBC intervention. Implications for CBC research and school-based consultation are discussed.

Modeling Sources of Teaching Self-Efficacy for Science, Technology, Engineering, and Mathematics Graduate Teaching Assistants

Testing a literature-derived model of the sources of science, technology, engineering, and mathematics graduate teaching assistant (GTA) teaching self-efficacy using structural equation modeling indicates that K–12 teaching experience, GTA professional development, and departmental teaching climate are significant predictors of teaching self-efficacy.

The Impact of Model Parameterization and Estimation Methods on Tests of Measurement Invariance With Ordered Polytomous Data

Evaluations of measurement invariance provide essential construct validity evidence—a prerequisite for seeking meaning in psychological and educational research and ensuring fair testing procedures in high-stakes settings. However, the quality of such evidence is partly dependent on the validity of the resulting statistical conclusions. Type I or Type II errors can render measurement invariance conclusions meaningless. The present study used Monte Carlo simulation methods to compare the effects of multiple model parameterizations (linear factor model, Tobit factor model, and categorical factor model) and estimators (maximum likelihood [ML], robust maximum likelihood [MLR], and weighted least squares mean and variance-adjusted [WLSMV]) on the performance of the chi-square test for the exact-fit hypothesis and chi-square and likelihood ratio difference tests for the equal-fit hypothesis for evaluating measurement invariance with ordered polytomous data. The test statistics were examined under multiple generation conditions that varied according to the degree of metric noninvariance, the size of the sample, the magnitude of the factor loadings, and the distribution of the observed item responses. The categorical factor model with WLSMV estimation performed best for evaluating overall model fit, and the categorical factor model with ML and MLR estimation performed best for evaluating change in fit. Results from this study should be used to inform the modeling decisions of applied researchers. However, no single analysis combination can be recommended for all situations. Therefore, it is essential that researchers consider the context and purpose of their study.

Parameter Recovery and Classification Accuracy Under Conditions of Testlet Dependency: A Comparison of the Traditional 2PL, Testlet, and Bi-Factor Models

ABSTRACT Testlets, or groups of related items, are commonly included in educational assessments due to their many logistical and conceptual advantages. Despite their advantages, testlets introduce complications into the theory and practice of educational measurement. Responses to items within a testlet tend to be correlated even after controlling for latent ability, which violates the assumption of conditional independence made by traditional item response theory models. The present study used Monte Carlo simulation methods to evaluate the effects of testlet dependency on item and person parameter recovery and classification accuracy. Three calibration models were examined, including the traditional 2PL model with marginal maximum likelihood estimation, a testlet model with Bayesian estimation, and a bi-factor model with limited-information weighted least squares mean and variance adjusted estimation. Across testlet conditions, parameter types, and outcome criteria, the Bayesian testlet model outperformed, or performed equivalently to, the other approaches.

Sitting Together And Reaching To Play (START-Play): Protocol for a Multisite Randomized Controlled Efficacy Trial on Intervention for Infants With Neuromotor Disorders

Background. There is limited research examining the efficacy of early physical therapy on infants with neuromotor dysfunction. In addition, most early motor interventions have not been directly linked to learning, despite the clear association between motor activity and cognition during infancy. Objective. The aim of this project is to evaluate the efficacy of Sitting Together And Reaching To Play (START‐Play), an intervention designed to target sitting, reaching, and motor‐based problem solving to advance global development in infants with motor delays or neuromotor dysfunction. Design. This study is a longitudinal multisite randomized controlled trial. Infants in the START‐Play group are compared to infants receiving usual care in early intervention (EI). Setting. The research takes place in homes in Pennsylvania, Delaware, Washington, and Virginia. Participants. There will be 140 infants with neuromotor dysfunction participating, beginning between 7 to 16 months of age. Infants will have motor delays and emerging sitting skill. Intervention. START‐Play provides individualized twice‐weekly home intervention for 12 weeks with families to enhance cognition through sitting, reaching, and problem‐solving activities for infants. Ten interventionists provide the intervention, with each child assigned 1 therapist. Measurements. The primary outcome measure is the Bayley III Scales of Infant Development. Secondary measures include change in the Early Problem Solving Indicator, change in the Gross Motor Function Measure, and change in the type and duration of toy contacts during reaching. Additional measures include sitting posture control and parent‐child interaction. Limitations. Limitations include variability in usual EI care and the lack of blinding for interventionists and families. Conclusions. This study describes usual care in EI across 4 US regions and compares outcomes of the START‐Play intervention to usual care.

Defining and Describing Rural: Implications for Rural Special Education Research and Policy.

A critical aspect of rural research is carefully defining and describing the rural context. This is particularly important in rural special education research because different definitions of rural may influence resource allocation, grant funding eligibility, and/or research findings. In order to highlight the importance of operationalizing rural, we discuss the challenges of defining rural, provide descriptions of commonly used definitions to familiarize readers with standardized coding schemes, and summarize an empirical example demonstrating the implications different definitions can have on rural special education research and policy. We conclude by providing recommendations for both producers and consumers of research.

The Effects of Rurality on Parents’ Engagement in Children’s Early Literacy

Investigations of urban-rural context on children’s educational experiences have produced somewhat inconsistent findings, but one thing is clear, parent engagement in children’s early learning positively impacts academic outcomes. Research identifying conditions that uniquely influence parents’ early engagement in learning and literacy in rural settings are needed. An illustrative example of a study investigating the effects of rurality on parent engagement and children’s literacy using a nationally representative dataset (Early Childhood Longitudinal Study, Birth Cohort, ECLS-B; n = 6550) is discussed. Contextual differences in parents’ use of technology and community resources and children’s reading scores were revealed. The important role of technology and structural characteristics of rural communities in young children’s early literacy development was demonstrated; however, further research is needed to better understand the impact of these and other contextual influences. A proposed agenda for future research in this area is discussed.

Defining and Communicating Rural

Developing an operational definition of rural is a crucial component of rural education research. Although researchers have discussed the challenges of defining rural (e.g., Coladarci in J Res Rural Educ 22(3), 2007; Cromartie and Bucholtz in Amber Waves 6:28–34, 2008; Hart et al. in Am J Public Health 95:1149–1155, 2005; Howley et al. in J Res Rural Educ 20(18), 2005; Isserman in Int Reg Sci Rev 28:465–499, 2005), these discussions have generally been presented at a theoretical level or do not consider issues that occur once a definition has been chosen. Examples of existing definitions and suggested guidelines are needed to ensure researchers understand the importance of aligning their operational definition of rural with the context and goals of their study, as this alignment influences the generalizability of their findings. The purpose of this chapter is threefold. First, we aim to inform rural researchers of the variety of definitions used within policy and research by providing a description of the most common definitions available to education policy makers and researchers. Next, we provide empirical examples of the impact of the choice of rural definition on statistical results and substantive inferences. Finally, we discuss practices advocated by Koziol et al. (J Res Rural Educ 30(4), 2015) that outline how to identify a suitable definition of rural, and communicate the findings given the chosen definition. We conclude by providing recommendations for future research.