Rex L. Leonard

The Factorial Validity of the Teacher Occupational Stress Factor Questionnaire for the Teacher of the Gifted.

The study was conducted to determine the construct validity of the Teacher Occupational Stress Factor Questionnaire (TOSFQ). The instrument was administered to a sample of 144 elementary school teachers of the gifted. Four factors emerged from use of image analysis with varimax rotation. Factors of the TOSFQ were renamed as a result of the study, and comparisons to previous studies were made.

Career Interest Inventories: A Need for Analysis:

PATTI C. BUSCHNER is Project Director, Mississippi University Affiliated Program, University of Southern Mississippi; MARGARET B. WATTS is Director of Special Education, Natchez-Adams Public Schools; JAMES A. SIDERS is Assistant Dean, College of Education and Psychology, University of Southern Mississippi; and REX L. LEONARD is Professor, Educational Leadership and Research, University of Southern Mississippi. ENTRY-LEVEL JOB SKILLS are the minimum assumed outcome of the educational

Judgment Analysis of Criteria for Hiring Secondary Principals as Perceived by Superintendents and Assistant Superintendents

The purpose of this study was to investigate the rela tionship between resume variables and an overall em ployment rating as well as to determine if an evaluation difference existed between the profiles of four hypo thetical candidates applying for a secondary school principalship position. The sample of 136 superinten dents/assistant superintendents from 13 states evaluated four hypothetical candidates using an instrument devel oped and validated by the researchers. The data were ex amined utilizing multiple linear regression analysis and Judgment Analysis (JAN). Analysis of the data showed a clear relationship between the candidate resume vari ables and the overall employment rating. Each of the four hypothetical resumes were shown to be statistically different in the nature of the relationship between the overall evaluations and the separate components of that evaluation. Moreover, when the evaluators were classi fied according to experience, age, and degree(s) held, JAN indicated that there were significant differences within those classifications.

Evaluation Policy Definition by Judgment Analysis among Archdiocesan School Constituents

Evaluation policies of citizens and parents, clergy, lay educators, and religious educators were analyzed using judgment analysis techniques (JAN). A large metropolitan archdiocesan school system in the west was rated by 674 subjects. Only one policy was found among the subject groupings, and factor analysis was employed to assist in the description of that policy. A strong traditional orientation toward school was identified.

Police perceptions of interpersonal communication training needs

Abstract Judgment analysis (JAN) is used to assess rating preferences pertaining to the interpersonal-communication training needs of peace officers in the western United States. Two hundred fifty-one subjects in a western state were categorized according to three judgment variables (agency type, size of the population served, and years of experience). Sixteen specific training-need areas for police interpersonal communication, and an overall criterion item, were rated using a five-point Likert scale. Two dimensions of preference were found to exist when officers were grouped according to agency type and experience; however, results indicated that unique components existed for each of the four population-size groups. The quality of experience appeared to be more important than the quantity of experience in determining preferences of perceived needs.

Nurses and Adult Educational Philosophy: A Comparison of Nurses and Non-Nurses in a Graduate Adult Education Program

A sample of 90 students enrolled in a graduate program in adult education completed three instruments examining adult education philosophies during a related course. There were no significant differences between the nurse educators and the non-nurses on any of the three instruments or on any of their components. This finding contradicts previous research suggesting that nurse educators do not generally incorporate adult learning methods into their courses. Intercorrelations were computed among all the variables. One unanticipated finding was the significant relationship between age and congruence with adult learning principles.

Reading Habits of Students in Adult Basic Education and High School Equivalency Programs.

Abstract A sample of 217 students enrolled in two Mississippi junior colleges’ ABE or GED classes were administered a questionnaire to examine their reading habits. The sample was studied as a whole and by the demographic variables of race, gender, age (14–19, 20–29, 30–39, 40–49, 50–67), and reading level based on their TABE scores (≤5.0, 5.1–7.9, ≥ 8.0). The most salient conclusion was that as a group, they were by no means non‐readers, though their time spent reading is less than the general population. Most reading was “educational” (including news), and least was “job related” and “recreational.” Though most have read a book (or part of a book such as a Bible) in the last six months, they are generally not book owners though most do subscribe to or buy regularly a newspaper or magazine. A plurality (44%) felt they were “good” readers. Responses to several questionnaire items varied by race, age, and TABE score.

Student Handbooks: An Analysis of Contents

These writers surveyed administrators in 713 schools in 48 states regarding student handbooks. An analysis of their find ings is presented here.

Interpreting Educational Research

This article is intended to help educators who have had a minimum of training in research and statistics to understand statistical research articles, and to extract from them ideas and concepts relevant to their own particular situations.