Ted L. Miller

Measurement in Educational Research.

Measurement is an essential element of education research. It is of extreme importance for determining the efficacy and legitimacy of educational practices that are now operationalized without benefit of professional consensus. Measures can be evaluated on the basis of multiple criteria; a discussion of the more important of these criteria is offered. Measures that prove viable are of special importance in three areas: the evaluation of students, communication among educators, and the investigation of hypotheses. Within the definition that is offered, measurement procedures may involve a variety of formats; these are briefly reviewed and evaluated.

Professional development school graduate performance: Perceptions of school principals

Abstract The literature provides numerous studies pertaining to the effectiveness of Professional Development Schools (PDSs) on teacher candidate preparedness, new teacher confidence and competence, and job satisfaction, as perceived by PDS graduates themselves. Lacking in the literature are studies that ask employers (school principals) to compare and contrast pedagogical knowledge, behaviors, and skills of their PDS graduate and non‐PDS graduate employees (classroom teachers). This study examines perceptions of 45 school principals regarding performance of PDS and non‐PDS prepared teachers in 19 competencies across three areas of pedagogical skill, behavior, and knowledge. Both quantitative and qualitative data analyses are included. The study supports the value of the PDS as perceived by principals familiar with graduates of one program.

Can Change in Intelligence Be Measured By Contemporary Techniques

Studies evaluating the trainability of intelligence have been dependent, in the main, upon a relatively small number of contemporary measurement procedures largely derived from a common base. A brief review of these tests is provided, and it is concluded that the procedures possess a number of characteristics that make the evaluation of change in intelligence a tenuous proposition. The most serious concern is seen as revolving about the evidence of test validity. The case is advanced that at least 4 conceptually distinct types of validity should be required of these tests and that in most instances this is now assumed rather than demonstrated. As a result, many of the conclusions drawn from efforts to evaluate change in intelligence may be erroneous; hence, the trainability of intelligence cannot be fully judged from the existing research in which these measures are used.

Cognitive Tempo and Cognitive Level Relationships among Mentally Retarded Children.

The purpose of this investigation was to ascertain predictive relationships between and within cognitive tempo and cognitive level characteristics of 33 moderately retarded junior high school children. The Matching Familiar Figures Test was used to establish cognitive tempo characteristics and the Essential Math and Language Skills Inventory was used to determine cognitive level characteristics. A multiple regression analysis indicated no significant predictive relationship from elements of cognitive tempo to elements of cognitive level. Elements of cognitive level, however, could predict elements of cognitive tempo. Implications for future research were discussed. Cross-validation on a larger sample is required.

Behavioral and Spatial Change in Response to an Altered Behavioral Setting.

A behavioral setting termed “free time” was identified in the dayroom of an institution for the retarded. The behavioral mapping technique was used to record behavior and spatial use within this setting. A 3-week period was identified in which the second week served as treatment period, and the first and third served as nontreatment periods. The second period consisted of placing novel materials into the dayroom in four conceptually distinct groupings: arts and crafts, games, empty, and lounge. During treatment patients engaged in more active and socially involved behaviors, avoided isolated behaviors and empty dayroom areas, and evidenced adaptive behavior to novel environmental objects. Discussion centers on the treatment implications of these changes, the use of the technique for future studies, and the methodological issues inherent in the procedure.