Basics of qualitative research: Grounded theory procedures and techniques

미국의 “전국 수학 교사 협의회”(National Council of Teachers of Mathematics, NCTM)는 1989년부터 〈학교 수학의 교육과정과 평가 규준〉(1989), 〈수학 가르침(교수)의 전문성 규준〉(1991), 〈학교 수학의 평가(시험) 규준〉(NCTM, 1995), 〈학교 수학의 원리와 규준〉(2000)을 출판하여 미국의 수학 교육 의 전망(목표, 나아갈 길)과 규준(실행 지침)을 제시하였다. 수학 교사들로 구성된 미국의 NCTM은 학생, 학부모, 학교 행정가 등 많은 사람들과 힘을 합하여 모든 학생들에게 수준 높은 수학 교육을 받을 수 있는 여건(환경, 기회)을 조성하는 데 구심점의 역할을 하였다. 한편 많은 관련 단체들은 여러 배경과 능력을 가진 학생들이 전문성을 지닌 교사(특수 교사를 일컫는 밀이 아니다. 수학 교과를 이해하고 수학의 전문성과 특수성을 가르칠 수 있는 일반 교사를 일컫는 말이다.)로부터 미래를 대비해 평등하고, 진취적이며, 지원이 잘 이루어지고, 공학 도구(IT)가 잘 갖춰진 환경에서 중요한 수학적 아이디어를 이해하면서 학습할 수 있는 수학 교실(미국에서는 우리나라처럼 수학 교사가 수학 시간에 학생의 방(교실: Homeroom)에 찾아가지 않고 학생들이 선생의 방(수학 교실: Classroom)을 찾아온다. 전형적인 수학 교실의 사진은 2쪽에 나와 있다.)을 만들기 위해 함께 힘썼다. NCTM에서 출간한 여러 규준들은 우리나라의 제6차와 제7차 교육과정에도 큰 영향을 미쳤다. 이 글에서는 NCTM(2000)에서 제시한 학습 원리를 간단히 살펴본 다음 이를 중심으로 현재 미국 수학 교육의 교수ㆍ학습 이론의 동향을 살펴본다.

미국 NCTM의 Principles and Standards for School Mathematics에 나타난 수학과 교수,학습의 이론

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Applied Missing Data Analysis

EDITORIAL BOARD Robert Davison Aviles, Bradley University Harley E. Baker, California State University–Channel Islands Jean-Guy Blais, Universite de Montreal, Canada Catherine Y. Chang, Georgia State University Robert C. Chope, San Francisco State University Kevin O. Cokley, University of Missouri, Columbia Patricia B. Elmore, Southern Illinois University Shawn Fitzgerald, Kent State University John J. Fremer, Educational Testing Service Vicente Ponsoda Gil, Universidad Autonoma de Madrid, Spain Jo-Ida C. Hansen, University of Minnesota Charles C. Healy, University of California at Los Angeles Robin K. Henson, University of North Texas Flaviu Adrian Hodis, Victoria University of Wellington, New Zealand Janet K. Holt, Northern Illinois University David A. Jepsen, The University of Iowa Gregory Arief D. Liem, National Institute of Education, Nanyang Technological University Wei-Cheng J. Mau, Wichita State University Larry Maucieri, Governors State College Patricia Jo McDivitt, Data Recognition Corporation Peter F. Merenda, University of Rhode Island Matthew J. Miller, University of Maryland Ralph O. Mueller, University of Hartford Jane E. Myers, The University of North Carolina at Greensboro Philip D. Parker, University of Western Sydney Ralph L. Piedmont, Loyola College in Maryland Alex L. Pieterse, University at Albany, SUNY Nicholas J. Ruiz, Winona State University James P. Sampson, Jr., Florida State University William D. Schafer, University of Maryland, College Park William E. Sedlacek, University of Maryland, College Park Marie F. Shoffner, University of Virginia Len Sperry, Florida Atlantic University Kevin Stoltz, University of Mississippi Jody L. Swartz-Kulstad, Seton Hall University Bruce Thompson, Texas A&M University Timothy R. Vansickle, Minnesota Department of Education Steve Vensel, Palm Beach Atlantic University Dan Williamson, Lindsey Wilson College F. Robert Wilson, University of Cincinnati

measurement and evaluation in counseling and Development

Global health burden and needs of transgender populations: a review

Objective The purpose of the current study was to examine facilitative and avoidant coping as mediators between distress and transition status, social support, and loss. Method A total of 351 transgender individuals (n = 226 transgender women and n = 125 transgender men) participated in this study. Participants completed measures on transgender identity, family history of mental health concerns, perceptions of loss, coping, depression, and anxiety. Results The rates of depressive symptoms (51.4% for transgender women; 48.3% for transgender men) and anxiety (40.4% for transgender women; 47.5% for transgender men) within the current study far surpass the rates of those for the general population. Structural equation modeling (SEM) was used to analyze the data-2 separate models were hypothesized, based on reports of anxiety or depression. The SEM results suggest that the processes for transgender women and transgender men are primarily similar for depression and anxiety; avoidant coping served as a mediator between transition status and both distress variables. Social support was directly related to distress variables, as well as indirectly related through avoidant coping. Conclusion Results suggest the need for practitioners to focus on interventions that reduce avoidant coping strategies, while simultaneously increasing social support, in order to improve mental health for transgender individuals. Individuals who are in the beginning stages of their transition will use different coping strategies than those who are in later stages; interventions should be adjusted on the basis of the transition status of transgender clients.

Anxiety and Depression in Transgender Individuals: The Roles of Transition Status, Loss, Social Support, and Coping.

This study examined transgender community belongingness as a mediator between strength of transgender identity and well-being. A total of 571 transgender adults (n = 209 transgender women, n = 217 transgender men, and n = 145 nonbinary-identified individuals) completed an online survey assessing transgender community belongingness, strength of transgender identity (operationalized as the extent to which a person self-categorizes their identity as transgender and the extent to which they believe their gender transition to be important to their self-definition), and well-being (using measures of self-esteem, satisfaction with life, and psychological well-being). Structural equation modeling was used to analyze the data. When controlling for participants' income, age, and stage of gender transition, transgender community belongingness fully mediated the relationship between strength of transgender identity and well-being. Strength of transgender identity was indirectly and positively related to well-being through community belongingness, but was not directly related to well-being. Results suggest that transgender community belongingness is an important construct in the mental health of transgender people. The strength of a person's transgender identity also appears to be a significant construct in transgender people's well-being via its relationship with transgender community belongingness. Implications of the findings are discussed. (PsycINFO Database Record

Transgender community belongingness as a mediator between strength of transgender identity and well-being

This article provides a conceptual introduction to the issues surrounding the analysis of clustered (nested) data. We define the intraclass correlation coefficient (ICC) and the design effect, and we explain their effect on the standard error. When the ICC is greater than 0, then the design effect is greater than 1. In such a scenario, the standard error produced under the assumption of independence is underestimated. This increases the Type I error rate. We provide a short illustration of the effect of non-independence on the standard error. We show that after accounting for the design effect, our decision about the statistical significance of the test statistic changes. When we fail to account for the clustered nature of the data, we conclude that the difference between the two groups is statistically significant. However, once we adjust the standard error for the design effect, the difference is no longer statistically significant.

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Dealing With Dependence (Part I): Understanding the Effects of Clustered Data

Interest in the employee engagement construct has gained increasing attention in recent years. Measurement tools focused on nuanced areas of engagement (i.e., job engagement and organizational engagement) have been offered; however, no measure of employee engagement has been advanced despite persistent calls in the research. We present the development, method, and results of a three-dimensional employee engagement measurement tool developed for use in the human resource and management fields of study. Across four independent studies, the employee engagement scale (EES) was found to consist of three subfactors (cognitive, emotional, and behavioral) and a higher-order factor (employee engagement). Across a series of four studies, we explored the factor structure and reliability of the EES (Study 1), then refined the scale, confirmed the factor structure, and examined reliability and both convergent and nomological validity evidence (Study 2). Next (Study 3), we completed a final reduction in scale items and examined additional evidence of reliability and nomological validity as well as evidence of discriminant validity. Finally (Study 4), we tested for evidence of incremental validity. In the implications for theory and practice section, we discuss the importance of an employee engagement measure aligned alongside an agreed-upon definition and framework. Limitations and future directions for research—such as the need for further psychometric testing and exploring issues of measurement invariance—are discussed. © 2016 Wiley Periodicals, Inc.

The Employee Engagement Scale: Initial Evidence for Construct Validity and Implications for Theory and Practice

The purpose of this study was to compare how students in Grades 3 to 6 respond to a mathematics attitudes instrument with a 4-point Likert-type scale compared with one with an additional neutral point (a 5-point Likert-type scale). The 606 participating students from six elementary and middle schools randomly received either the 4-point or 5-point format of the Math and Me Survey. Regardless of whether a neutral midpoint was offered or not, the structure of the instrument was virtually the same, with equal intercepts, means, variances and covariances, pattern coefficients, and nearly all residuals. The 5-point scale is preferred with this population because with this format the reliability estimate for the Mathematical Self-Perceptions subscale was higher (p = .049), and the pattern coefficients were stronger. Additionally, this format provided less model misfit than the 4-point format. Based on these findings, the authors recommend administration of the Math and Me Survey in the 5-point format. These fin...

Jill L. Adelson

Papers

Anxiety and Depression in Transgender Individuals: The Roles of Transition Status, Loss, Social Support, and Coping.

Transgender community belongingness as a mediator between strength of transgender identity and well-being

Dealing With Dependence (Part I): Understanding the Effects of Clustered Data

The Employee Engagement Scale: Initial Evidence for Construct Validity and Implications for Theory and Practice

Measuring the Mathematical Attitudes of Elementary Students: The Effects of a 4-Point or 5-Point Likert-Type Scale