Journal Current

Patricia Ashton
University of Florida

Dianne Buhr
University of Florida

Linda Crocker
University of Florida

Abstract: Two approaches to the measurement of teacher efficacy were investigated to determine whether teachers’ sense of efficacy is a self- or a norm-referenced construct. Two forms of an instrument consisting of 25 teaching problem situations were developed: one required self-referenced while the other required norm-referenced responses. The two forms were randomly distributed to 65 classroom teachers enrolled in graduate classes at the University of Florida. In addition, two items measuring teacher efficacy from a Rand Corporation study and the Marlowe-Crowne Scale of Social Desirability were administered. Efficacy appears to be a norm-referenced rather than a self-referenced construct. Social desirability bias was a significant factor in the use of self-referenced vignettes.

Citation: Ashton, P., Buhr, D., & Crocker, L. (1984). Teachers’ sense of efficacy: a self- or norm-referenced construct? Florida Journal of Educational Research, 26(1), 29-41.

Download:  Ashton.261.pdf (1229 downloads )

R. Clifford Blair
University of South Florida

J. J. Higgins
Kansas State University

Abstract: Hopkins (1982) has criticized the use of means as the unit of analysis in situations where intact groups (e.g. classes) rather than individuals have been randomly assigned to various treatment conditions. Instead Hopkins advocates the use of certain ANOVA models which, insofar as tests for treatment effects are concerned, yield results that are equivalent to those that would be obtained if class means were employed as the unit of analysis. This paper points out that, because of the nonrobustness of the sample mean as an estimator of location, use of the class mean as the unit of analysis or of the ANOVA models advocated by Hopkins can lead to larger than necessary Type II error rates in tests of significance for treatment effects. This paper also shows how, in the nonnormal population situation, use of summary statistics other than the mean (e.g. members of the family of trimmed means) can lead to significant increases in the power of tests for treatment effects. It is also suggested here that the pooling options offered by Hopkins should be viewed with caution.

Citation: Blair, R. C., & Higgins, J. J. (1984). Some comments on “the unit of analysis: group means versus individual observations”. Florida Journal of Educational Research, 26(1), 5-20.

Download:  Blair.261.pdf (993 downloads )

Bernard Jones
Palm Beach County School System

Jean Jolly
Palm Beach County School System

Robert Pickens
Palm Beach County School System

Abstract: An investigation of the effect on achievement of the timing of the transition from elementary to intermediate school was undertaken. The sixth and seventh grade achievement scores of 1140 students who entered middle school in the sixth grade were compared to those of 1158 students who entered junior high school in the seventh grade. Results indicate that achievement is affected by the transition into middle school whether it occurs at grade six or seven.

Citation: Jones, B., Jolly, J, & Pickens, R. (1984). Relationship of student achievement and grade of entry into the intermediate school. Florida Journal of Educational Research, 26(1), 69-91.

Download:  Jones.261.pdf (925 downloads )

Lore A. Nielsen
Hillsborough County Public Schools

Howard Stoker
Florida State University

Abstract: Many questions have been raised recently about the impact of the Early Exit Program on Florida Schools. Are those who pass the GED and earn a high school diploma: (a) high achievers which might lead to a brain drain from state high schools, (b) low achievers who cannot pass high school courses, or (c) fairly representative of the achievement range of high school students in general? Achievement scores on district level achievement tests were compared to GED scores for 410 students from four Florida districts who passed the GED between January, 1981 and May, 1983. Those who passed the GED were neither predominantly “cream of the crop” students nor low achievers on the high school tests. Rather, they represented the entire range of school achievement with the majority falling in the 40-80 percentile range of the district tests.

Citation: Stoker, H. (1984). Performance characteristics of Florida’s early exit equivalency candidates. Florida Journal of Educational Research, 26(1), 43-67.

Download:  Stoker.261.pdf (913 downloads )