Thomas J. Ward

What Makes Good Teachers Good? A Cross-Case Analysis of the Connection Between Teacher Effectiveness and Student Achievement

This study examined classroom practices of effective versus less effective teachers (based on student achievement gain scores in reading and mathematics). In Phase I of the study, hierarchical linear modeling was used to assess the teacher effectiveness of 307 fifth-grade teachers in terms of student learning gains. In Phase II, 32 teachers (17 top quartile and 15 bottom quartile) participated in an in-depth cross-case analysis of their instructional and classroom management practices. Classroom observation findings (Phase II) were compared with teacher effectiveness data (Phase I) to determine the impact of selected teacher behaviors on the teachers’ overall effectiveness drawn from a single year of value-added data.

Incremental efficacy of WISC-III factor scores in predicting achievement : What do they tell us ?

Four factors underlie the Full Scale IQ (FSIQ) on the Wechsler Intelligence Scales for Children-Third Edition (WISC-III; D. Wechsler, 1991). Scores from these factors possess greater reliability than individual subtest scores, and some argue that factor scores relate to important phenomena of educational and clinical interest, such as academic achievement and classification status. However, the predictive efficacy of factor scores from the WISC-III relative to the Full Scale IQ (FSIQ) has not been clearly established. This study examined the incremental validity of factor scores from the WISC-III in predicting achievement on the Wechsler Individual Achievement Test (WIAT; Psychological Corporation, 1992). Two groups were evaluated: a nationally representative nonreferred sample (n = 283), and a sample of children referred for evaluation (n = 636). Results indicate that while the factors provide a statistically significant increment, the size of this improvement is generally too small to be of clinical significance for either group. In terms of parsimony and efficiency, the FSIQ is the best predictor of different achievement criteria as measured by the WIAT.

The Incidence and Utility of the ACID, ACIDS, and SCAD Profiles in a Referred Population.

THE ACID, ACIDS, and SCAD profiles are examples of subtest patterns from the WISC-III that have been proposed as potentially helpful in differential diagnosis of exceptionalities. This study investigated the prevalence and utility of these profiles in a large referred population. Although the incidence rates of the ACID and ACIDS profiles in some groups were greater than rates reported for the standardization sample, incidence levels were found to be low in all clinical groups studied. The SCAD profile evidenced generally higher incidence rates but none greater than the rates reported for the standardization sample. The findings support the use of conditional probabilities and incremental gains based on the actual incidence from a referred population to assist in differential diagnosis; however, none of the profiles are recommended as a criterion for determining exceptionality.

Possible Criterion-Related Bias of the WISC-III with a Referral Sample

This study examined whether ability scores from the Wechsler Intelligence Scale for Children-Third Edition (WISC-III) showed criterion-related bias. Participants (N= 832) comprised a referral cohort between ages 8 and 16 years that differed by race (Anglo, African American) and gender. Verbal, Performance, and Full Scale IQs from the WISC-III were used to predict Reading, Mathematics, Language, and Writing Composites from the Wechsler Individual Achievement Test (WIAT). Unlike previous research with the WISCIII, 50% of the analyses (12 out of 24) showed statistically significant effects. However, in all instances where bias was found, differences in regressions were statistically significant for intercepts, but not for slopes, and served to overpredict the performance of minority groups (African Americans, females) relative to majority groups (Anglos, males). Results are discussed in the context of how instances of differences in intercepts could mislead psychologists in interpreting childrens ability scores.

National Culture, Creativity, and Productivity: What’s the Relationship with Student Achievement?

Using Hofstede’s culture dimensions and World Values Survey (WVS) dimensions, the study uses a series of multiple regressions to explore the relationship among national culture, creativity as measured by patents, economic productivity as measured by gross domestic product per capita, and student achievement as measured by Trends in International Mathematics and Science Study. The findings of this exploratory study highlight long-term orientation value from Hofstede’s national culture dimensions and tradition versus secular-rational values from the WVS as the most significant predictors of student academic achievement. A series of 12 regression analyses indicated significant relationships among student achievement, creativity, and economic productivity with models explaining between 19.9% and 76.0% of the variance among countries.

Validation of a Statewide Teacher Evaluation System: Relationship Between Scores From Evaluation and Student Academic Progress

This study examines the validity of a statewide teacher evaluation system in the Commonwealth of Virginia. Three hundred and thirty-eight teachers from 16 at-risk schools located in eight school districts participated in an evaluation system pilot during the 2011-2012 academic year. Teachers received ratings on six teacher effectiveness process standards and one student academic progress outcome measure. For the outcome measure, student academic progress was measured by student growth percentiles (where available and appropriate) and student achievement goal setting (i.e., student learning objectives). The study examines the internal validity of the system, specifically (1) the relationship between the six teacher effectiveness process standards and the student academic progress outcome measure and (2) the relationship between ratings on outcome measure for teachers with student growth percentile data and without.

Psychological Heterogeneity Among Honors College Students

Greater knowledge of the psychology of honors college students will help to inform program administrators, counselors, residence life assistants, and faculty about how they may provide support to those with the greatest need. Via an online survey, personality, perfectionism, and suicidal ideation data were collected from honors college students (N = 410, 73% female). Using latent profile analysis, students were classified by their responses to the Big Five Inventory personality measure into five profiles. Risk factors of high perfectionism and suicidal ideation scores were found in two of the profiles, suggesting students with these personality characteristics may need enhanced psychological support. The largest profile (35% of students) had extraversion scores above the norm, but all other profiles had introverted scores below the norm. Neuroticism scores were also higher than the norm in the introverted profiles, which represented a majority of the honors college students.

Use of Latent Profile Analysis in Studies of Gifted Students

To date, in gifted education and related fields various conventional factor analytic and clustering techniques have been used extensively for investigation of the underlying structure of data. Latent profile analysis is a relatively new method in the field. In this article, we provide an introduction to latent profile analysis for gifted education researchers. We briefly trace the history of this method, focusing particularly on advancements of latent class models and their advantages over traditional clustering approaches. This is followed by the overview of statistical indicators that can be used to choose an optimal model. We illustrate use of latent profile analysis in the field through a sample study on the Big Five personality types of gifted students.

The Big Five personality predictors of academic achievement in gifted students: Mediation by self-regulatory efficacy and academic motivation

ABSTRACT Understanding factors associated with achievement and mechanisms underlying their relationships is critical for planning interventions and services to improve students’ performance and meet their needs. In the present study, the authors examined the predictive role of three Big Five personality traits (conscientiousness, agreeableness, and openness to experience) on academic achievement within the sample of gifted students. Self-regulatory efficacy and autonomous and controlled types of motivation served as mediators in these relationships. Data were collected from 161 gifted middle and high school students. All three personality traits had direct associations with academic achievement. The indirect associations through specific pathways were estimated. Conscientiousness was mediated by self-regulatory efficacy and autonomous motivation, whereas openness was mediated by controlled motivation and autonomous motivation.

Educational Policies Influencing State Response to Gifted and Talented Education Between 1977 and 1980

Several educational policies and state characteristics have been cited in the literature as having a beneficial influence upon state response to gifted and talented education. These include: 1. state mandated programs for gifted and talented students. 2. state certification of teachers of gifted and talented students. 3. state plan for gifted and talented education. 4. state statutes governing the administration of gifted and talented programs. 5. state educational agency personnel assigned to gifted and talented education. 6. state utilization of Title IV-C funding for gifted and talented programs. 7. administration of gifted and talented programs through special education. 8. state definition of giftedness and talent. 9. level of state expenditures for gifted and talented education. This study sought to ascertain the influence of these selected educational policies and state characteristics on the level of state services provided gifted and talented students and state expenditures provided to support such services observed across the states between 1977 and 1980. Results of this investigation revealed that educational policy, per se, has had little influence upon the level of state services provided gifted and talented students across the United States. However, the selected set of educational policies exerted a moderate influence upon the level of state expenditures for gifted and talented education observed across states between 1977 and 1980. Finally, it was observed that states have become more homogeneous in their response to policy in the area of gifted and talented education over time.