Objective knowledge: an evolutionary approach

This article compares two structural equation modeling fit indexes—Bentler's ( 1990; Bentler & Bonett, 1980) Confirmatory Fit Index (CFI) and Steiger and Lind's (1980; Browne & Cudeck, 1993) Root Mean Square Error of Approximation (RMSEA). These two fit indexes are both conceptually linked to the noncentral chi‐square distribution, but CFI has seen much wider use in applied research, whereas RMSEA has only recently been gaining attention. The article suggests that use of CFI is problematic because of its baseline model. CFI seems to be appropriate in more exploratory contexts, whereas RMSEA is appropriate in more confirmatory contexts. On the other hand, CFI does have an established parsimony adjustment, although the adjustment included in RMSEA may be inadequate.

CFI versus RMSEA: A comparison of two fit indexes for structural equation modeling

This cross-sectional study tests a conceptual financial socialization process model, specifying four-levels that connect anticipatory socialization during adolescence to young adults’ current financial learning, to their financial attitudes, and to their financial behavior. A total of 2,098 first-year college students (61.9% females) participated in the survey, representing a diverse ethnic group (32.6% minority participation: Hispanic 14.9%, Asian/Asian American 9%, Black 3.4%, Native American 1.8% and other 3.5%). Structural equation modeling indicated that parents, work, and high school financial education during adolescence predicted young adults’ current financial learning, attitude and behavior, with the role played by parents substantially greater than the role played by work experience and high school financial education combined. Data also supported the proposed hierarchical financial socialization four-level model, indicating that early financial socialization is related to financial learning, which in turn is related to financial attitudes and subsequently to financial behavior. The study presents a discussion of how the theories of consumer socialization and planned behavior were combined effectively to depict the financial development of young adults. Several practical implications are also provided for parents, educators and students.

Financial Socialization of First-year College Students: The Roles of Parents, Work, and Education

This article provides an extensive overview of the recent literature on student evaluation of teaching (SET) in higher education. The review is based on the SET meta-validation model, drawing upon research reports published in peer-reviewed journals since 2000. Through the lens of validity, we consider both the more traditional research themes in the field of SET (i.e., the dimensionality debate, the ‘bias’ question, and questionnaire design) and some recent trends in SET research, such as online SET and bias investigations into additional teacher personal characteristics. The review provides a clear idea of the state of the art with regard to research on SET, thus allowing researchers to formulate suggestions for future research. It is argued that SET remains a current yet delicate topic in higher education, as well as in education research. Many stakeholders are not convinced of the usefulness and validity of SET for both formative and summative purposes. Research on SET has thus far failed to provide c...

On the Validity of Student Evaluation of Teaching: The State of the Art

Twelve potential sources of evidence to measure teaching effectiveness are critically reviewed: (a) student ratings, (b) peer ratings, (c) self-evaluation, (d) videos, (e) student interviews, (f) alumni ratings, (g) employer ratings, (h) administrator ratings, (i) teaching scholarship, (j) teaching awards, (k) learning outcome measures, and (l) teaching portfolios. National standards are presented to guide the definition and measurement of effective teaching. A unified conceptualization of teaching effectiveness is proposed to use multiple sources of evidence, such as student ratings, peer ratings, and self-evaluation, to provide an accurate and reliable base for formative and summative decisions. Multiple sources build on the strengths of all sources, while compensating for the weaknesses in any single source. This triangulation of sources is recommended in view of the complexity of measuring the act of teaching and the variety of direct and indirect sources and tools used to produce the evidence.

/pdf/survey-of-12-strategies-to-measure-teaching-effectiveness-j73yhoo7pg.pdf

Survey of 12 Strategies to Measure Teaching Effectiveness

After four decades of research, scholars of happiness continue to debate its causes While it is generally agreed that a combination of internal and external factors play a role, predicting happiness well remains a challenge Recent research has proposed that social capital may be a vital factor that has been overlooked This paper attempts to address that omission According to Coleman’s (1988) seminal work, three dimensions of social capital exist: (1) trust and obligations, (2) information channels, and (3) norms and sanctions Using bootstrap hierarchical regression on data from the Canadian General Social Survey of Social Engagement Cycle 17 (2003), we identified blocks of social capital variables described by Coleman, as well as an additional factor of belongingness Even after controlling for major demographic and individual characteristics, the majority of these blocks show significant relationships with happiness Our findings support social capital as an important piece in predicting happiness

Searching for Happiness: The Importance of Social Capital

The purpose of the present work is twofold. The first is to outline two arguments that challenge those who would advocate a continuation of the exclusive use of raw SET data in the determination of "teaching effectiveness" in the "summative" function. The second purpose is to answer this question: "In the face of such challenges, why do university administrators continue to use these data exclusively in the determination of 'teaching effectiveness'?"

https://www.wku.edu/senate/archives/archives_2015/e-4-g-441-752-1-pb-research.pdf

Student Evaluation of Teaching: A Methodological Critique of Conventional Practices

The underdetermination of instructor performance by data from the student evaluation of teaching

/pdf/student-evaluation-of-teaching-methodological-critique-4un30h75t8.pdf

Robert Sproule

Papers

Searching for Happiness: The Importance of Social Capital

Student Evaluation of Teaching: A Methodological Critique of Conventional Practices

The underdetermination of instructor performance by data from the student evaluation of teaching

Student Evaluation of Teaching: Methodological Critique

Peer crowds, work experience, and financial saving behaviour of young Canadians