The effect of clustering on statistical tests : an illustration using classroom environment data
- Authors: Dorman, Jeffrey
- Date: 2008
- Type: Text , Journal article
- Relation: An International Journal of Experimental Educational Psychology Vol. 28, no. 5 (2008), p. 583-596
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- Description: This paper discusses the effect of clustering on statistical tests and illustrates this effect using classroom environment data. Most classroom environment studies involve the collection of data from students nested within classrooms and the hierarchical nature to these data cannot be ignored. In particular, this paper studies the influence of intraclass correlations on tests of statistical significance conducted with the individual as the unit of analysis. Theory that adjusts t‐test scores for nested data in two‐group comparisons is presented and applied to classroom environment data. This paper demonstrates that Type I error rates inflate greatly as the intraclass correlation increases. Data analysis techniques that recognise the clustering of students in classrooms in classroom environment studies are essential, and it is recommended that either multilevel analysis or adjustments to statistical parameters be undertaken in studies involving nested data.
Part-time work of high school students and impact on educational outcomes
- Authors: Patton, Wendy , Smith, Erica
- Date: 2009
- Type: Text , Journal article
- Relation: Australian Journal of Guidance & Counselling Vol. 19, no. 2 (2009), p. 216-224
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- Description: While increasing numbers of young high school students engage in part-time work, there is no consensus about its impact on educational outcomes. Indeed, this field has had a dearth of research. This paper presents a review of recent research, primarily from Australia and the United States, although it is acknowledged that there are considerable contextual differences. Suggestions for school counsellors to harness students' experiences to assist in educational and career decision-making are presented. [ABSTRACT FROM AUTHOR] Copyright of Australian Journal of Guidance & Counselling is the property of Australian Academic Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Description: 2003007927
Action, an ‘encompassing ethic’ and academics in the midst of the climate crisis
- Authors: Plowright, Susan
- Date: 2016
- Type: Text , Journal article
- Relation: Educational Philosophy and Theory Vol. 48, no. 14 (2016), p. 1442-1451
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- Description: In the midst of a crisis like the climate crisis and calls for ‘all hands on deck’, what do academics, as a microcosm of humanity, see? In Hannah Arendt’s terms, an ‘abyss of freedom’ to act or a paralysing ‘abyss of nothingness’? Some from the academy themselves, including Tamboukou, Apple and Bourdieu, make judgements more akin to the latter and mount arguments to urge action. This paper joins their call and theorises ethical and demonstrably plausible resources as a potentially generative heuristic for political action by academics in the face of ‘dark times’. I develop these resources by initially drawing on Arendt’s ethical, but limited, action process. Then, through interpreting and expanding her unfinished theory of judging and echoing Karl Jaspers' concept The Encompassing, I propose the notion of an ‘encompassing ethic’. This ethic, synthesised with Arendt’s action process, ameliorates action’s limitations and suggests the idea of ‘encompassing action’. The paper concludes by bringing these conceptual resources to life through two inspiring historical examples of such action involving academics. © 2016 Philosophy of Education Society of Australasia.
Simpson, his donkey and the rest of us : Public pedagogies of the value of belonging
- Authors: Tsolidis, Georgina
- Date: 2010
- Type: Text , Journal article
- Relation: Educational Philosophy and Theory Vol. 42, no. 4 (2010), p. 448-461
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- Description: At the heart of this paper is an exploration of belonging and how this is assumed to connect with a set of values represented as national. There is a particular interest in the relationship between these values and education. Because the significance of the learning that occurs through the public domain outside educational institutions such as schools is assumed, several cultural texts are examined in order to consider public pedagogies of Australianness including iconic displays such as those associated with the Sydney Olympics and the Melbourne Commonwealth Games. Media reports surrounding the Cronulla riots are also examined as a means of understanding the values associated with non-belonging. These cultural texts are considered along side curriculum and policy concerned with values education. Through an exploration of the imaginary, the argument is made that in relation to ethnic difference, an hegemonic narrative has remained at the core of how Australianness is represented, despite multicultural incursions and fears about the cultural dissipation associated with globalisation and so-called postmodern fragmentation. © 2010 The Author. Journal compilation © 2010 Philosophy of Education Society of Australasia.