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Applying the Rasch Model: Fundamental Measurement in the Human Sciences

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TLDR
This volume contends that Rasch measurement is the model of choice because it is the closest to realizing the sort of objective fundamental measurement so long revered in the physical sciences.
Abstract
For many researchers, the Rasch model provides a very practical solution to data analysis in the social sciences. This volume contends that Rasch measurement is the model of choice because it is the closest to realizing the sort of objective fundamental measurement so long revered in the physical sciences. Trevor Bond has worked with leading Rasch theoreticians for more than 15 years, advising developmentalists and teachers on how to conduct and interpret Rasch analyses of their own data. After each of his many research presentations, Dr. Bond was asked to recommend a suitable text for those who wish to learn more about Rasch analysis. Unfortunately, the books published to date require a significant knowledge of statistics and not easily accessible to many practicing researchers. This lack of a suitable introductory text is the driving force behind this book. The goals of this authored volume are: * to present an accessible overview of the basic properties and principles of Rasch analysis, that does not require a sophisticated statistical background, * to demonstrate how Rasch analysis can be applied to a number of generic problems encountered by psychologists and educators, and * to prepare readers for performing their own analyses and interpreting the results. This book is ideal for all researchers in the human sciences interested in learning how to actually implement the Rasch model with their own data.

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The Peabody Treatment Progress Battery: History and Methods for Developing a Comprehensive Measurement Battery for Youth Mental Health

TL;DR: The rationale for the Peabody Treatment Progress Battery is described, the specific analytic approaches utilized by the different papers in the special issue are detailed, and a description of the study and samples from which the participants were taken are described.
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Development of an instrument to measure a facet of quality teaching: Culturally responsive pedagogy

TL;DR: In this paper, the authors present findings of Phase 2 of a larger three phase study examining culturally responsive pedagogies and their influence on Indigenous student outcomes, using item response theory.
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ACTIVLIM-Stroke: A Crosscultural Rasch-Built Scale of Activity Limitations in Patients With Stroke

TL;DR: The ACTIVLIM-Stroke questionnaire has good psychometric qualities and provides accurate measures of activity limitations in patients with stroke, because it provides a higher discrimination and might be more sensitive to change.
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Applying the Campbell Paradigm to sustainable travel behavior: Compensatory effects of environmental attitude and the transportation environment

TL;DR: This paper found that the main effects of the transportation environment and a person's environmental attitude explained his or her sustainable travel behavior, and the interaction effect was never significantly different from zero, and across studies (|rp|| rp| = 0.04), it was even significantly smaller than a conventional small effect.
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How should we teach tree-thinking? An experimental test of two hypotheses

TL;DR: In this article, the authors constructed two 30-minute, pencil-and-paper-based guided group activities: one focused on using a character matrix to build a tree and the other focused on analyzing an existing tree.
References
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Journal ArticleDOI

The distribution of piagetian stages of thinking in british middle and secondary school children

TL;DR: In this paper, the authors measured the proportion of children showing early and late concrete operational thinking and formal operational thinking in a sample of 10,000 children between the ages of 9 and 14.
Journal ArticleDOI

A Rasch Analysis of a Measure of Computer Anxiety

TL;DR: In this article, the dimensionality of the computer-anxiety index (CAIN) by Rasch analysis of the responses of 372 eleven-to twelve-year-old elementary school students was tested.