The Political Consciousness of Post-Industrialism@@@The Silent Revolution: Changing Values and Political Styles among Western Publics.

This study examined the effects of motivation to learn science, science self-beliefs, and science instructional practices on science achievement of 13,985 15-year-old students from 431 schools across Canada. Hierarchical linear modeling (HLM) analyses, while controlling for student- and school-level demographic characteristics, revealed the substantial predictive effects of motivation to learn science, science self-beliefs, and science instructional practices on science achievement of adolescents. Motivational beliefs—self-efficacy and self-concept—and enjoyment of science had substantial positive predictive effects on science achievement. In contrast, general interest in science had a negative predictive effect on science achievement in the context of other variables. Whereas science teaching using hands-on activities had a substantial positive predictive effect on science achievement, science teaching using student investigations had a substantial negative predictive effect in the context of other variables. The final HLM model indicated that only 8% of the variance in science achievement was between schools and 92% of the variance involved students within schools.

Influence of Motivation, Self-Beliefs, and Instructional Practices on Science Achievement of Adolescents in Canada.

Differences among workers and workplace stressors both contribute to perceiving work as stressful However, the relative importance of these sources to work stress is not well delineated Moreover, the extent to which work stress additionally reflects unique matches between specific workers and particular job stressors is also unclear In this study, we use generalizability theory to specify and compare sources of variance in stress associated with police work US police officers (N = 115) provided ratings of 60 stressors commonly associated with policing duties Primary and secondary stress appraisal ratings reflected differences among officers in tendencies to generally perceive work stressors as stressful (14–15% officer effect), and also agreement among officers in viewing some stressors as more stressful than others (18–19% stressor effect) However, ratings especially reflected distinct pairings of officers and stressors (38–41% interaction effect) Additional analyses revealed individual difference

Where does work stress come from? A generalizability analysis of stress in police officers

Previous research provides evidence that ratings from students and external observers can deliver reliable and valid measures of teaching quality. However, there is still a lack of research on how stable these measures are across time and classes, which is particularly important when they are used for evaluations. We addressed this issue in 3 different studies from Germany. Study 1 examined stability over time using a longitudinal sample of 174 teachers and 106 classes. The results show that student ratings of teaching quality are relatively stable when the same class rates the same teacher in 2 subsequent school years. However, we also found teacher-independent stabilities, which occurred when the same students rated different teachers. Study 2 examined stabilities in student ratings across classes. In this study, each teacher (N = 95) was evaluated by 2 different classes (N = 190). The results of a 3-level model reveal rather low stabilities across classes within teachers. Study 3 drew on a unique dataset in which 1 single teacher taught the same content to 30 different classes of the same grade level. Teaching quality as rated by students and external observers varied considerably between these classes. Differences in teaching quality were related to student learning, and the motivation of students in a class was a significant predictor of differences in teaching quality. In summary, the results of these studies show that both researchers and policymakers should be cautious when interpreting measures of teaching quality as indicators of teacher quality. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

Don’t blame the teacher? The need to account for classroom characteristics in evaluations of teaching quality.

The present study investigated to what degree teachers’ personality traits, cognitive abilities, and academic abilities (high school GPA), which were assessed at the end of high school as well as g...

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The Predictive Validity of Teachers’ Personality, Cognitive and Academic Abilities at the End of High School on Instructional Quality in Germany: A Longitudinal Study:

The purpose of this study was to investigate the methods of estimating the reliability of school-level scores using generalizability theory and multilevel models. Two approaches, ‘student within schools’ and ‘students within schools and subject areas,’ were conceptualized and implemented in this study. Four methods resulting from the combination of these two approaches with generalizability theory and multilevel models were compared for both balanced and unbalanced data. The generalizability theory and multilevel models for the ‘students within schools’ approach produced the same variance components and reliability estimates for the balanced data, while failing to do so for the unbalanced data. The different results from the two models can be explained by the fact that they administer different procedures in estimating the variance components used, in turn, to estimate reliability. Among the estimation methods investigated in this study, the generalizability theory model with the ‘students nested within schools crossed with subject areas’ design produced the lowest reliability estimates. Fully nested designs such as (students:schools) or (subject areas:students:schools) would not have any significant impact on reliability estimates of school-level scores. Both methods provide very similar reliability estimates of school-level scores.

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Jeong-Won Hwang

Papers

Estimating reliability of school-level scores using multilevel and generalizability theory models