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Descriptors:
Reflection; Teacher Attitudes; Patients; Pragmatics; Pharmacy; Focus Groups; Interpersonal Communication; Student Attitudes; Metalinguistics; English for Academic Purposes; Video Technology; Simulation; Interviews; Pharmaceutical Education; Recall (Psychology); Second Language Learning; Second Language Instruction; Language Usage

Abstract:
This article reports on a research process where focussed reflection on pharmacist-patient simulations led to meta-pragmatic awareness and directions for pedagogical practice. The research participants were third-year EAL pharmacy students, who were practising being pharmacists, and pharmacy staff members, who played the part of patients. Analysis of the students' videoed performances showed that some areas of pragmatic weakness had a negative impact on professional communication, including indirectness in advice-giving sequences. Reflection on such indirectness, the focus of this article, occurred in two stages: when the participants were interviewed after viewing their simulations and when participant focus groups were held to discuss research findings a year later. Both the stimulated recall interview and the focus group data showed the value of reflection for the students who observed and commented on the effect their language choices had on the patients, developed a meta-pragmatic language for describing and explaining these choices, and identified areas and possible strategies for language improvement. The research process also assisted pharmacy staff members to clarify their concerns regarding students' pragmatic choices and to suggest teaching activities responsive to the research data. The article illustrates how teachers and students can co-operate to develop ESP and discipline-based pedagogical practice. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Factor Analysis; Evaluation Methods; Tests; Psychometrics; Measurement Techniques; Data Analysis; Structural Equation Models; Simulation

Abstract:
The issue of measurement invariance commonly arises in factor-analytic contexts, with methods for assessment including likelihood ratio tests, Lagrange multiplier tests, and Wald tests. These tests all require advance definition of the number of groups, group membership, and offending model parameters. In this paper, we study tests of measurement invariance based on stochastic processes of casewise derivatives of the likelihood function. These tests can be viewed as generalizations of the Lagrange multiplier test, and they are especially useful for: (i) identifying subgroups of individuals that violate measurement invariance along a continuous auxiliary variable without prespecified thresholds, and (ii) identifying specific parameters impacted by measurement invariance violations. The tests are presented and illustrated in detail, including an application to a study of stereotype threat and simulations examining the tests' abilities in controlled conditions. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Item Response Theory; Statistical Inference; Probability; Psychometrics; Measurement Techniques; Error of Measurement; Scores; Test Items; Simulation

Abstract:
Most dichotomous item response models share the assumption of latent monotonicity, which states that the probability of a positive response to an item is a nondecreasing function of a latent variable intended to be measured. Latent monotonicity cannot be evaluated directly, but it implies manifest monotonicity across a variety of observed scores, such as the restscore, a single item score, and in some cases the total score. In this study, we show that manifest monotonicity can be tested by means of the order-constrained statistical inference framework. We propose a procedure that uses this framework to determine whether manifest monotonicity should be rejected for specific items. This approach provides a likelihood ratio test for which the p-value can be approximated through simulation. A simulation study is presented that evaluates the Type I error rate and power of the test, and the procedure is applied to empirical data. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Maximum Likelihood Statistics; Structural Equation Models; Simulation; Measurement Techniques; Comparative Analysis; Data Analysis

Abstract:
Despite wide applications of both mediation models and missing data techniques, formal discussion of mediation analysis with missing data is still rare. We introduce and compare four approaches to dealing with missing data in mediation analysis including list wise deletion, pairwise deletion, multiple imputation (MI), and a two-stage maximum likelihood (TS-ML) method. An R package bmem is developed to implement the four methods for mediation analysis with missing data in the structural equation modeling framework, and two real examples are used to illustrate the application of the four methods. The four methods are evaluated and compared under MCAR, MAR, and MNAR missing data mechanisms through simulation studies. Both MI and TS-ML perform well for MCAR and MAR data regardless of the inclusion of auxiliary variables and for AV-MNAR data with auxiliary variables. Although listwise deletion and pairwise deletion have low power and large parameter estimation bias in many studied conditions, they may provide useful information for exploring missing mechanisms. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Adaptive Testing; Simulation; Computer Assisted Testing; Test Reliability; Item Response Theory; Psychometrics; Test Items; Measurement Techniques; Test Construction; Data Analysis

Abstract:
In some popular test designs (including computerized adaptive testing and multistage testing), many item pairs are not administered to any test takers, which may result in some complications during dimensionality analyses. In this paper, a modified DETECT index is proposed in order to perform dimensionality analyses for response data from such designs. It is proven in this paper that under certain conditions, the modified DETECT can successfully find the dimensionality-based partition of items. Furthermore, the modified DETECT index is decomposed into two parts, which can serve as indices of the reliability of results from the DETECT procedure when response data are judged to be multidimensional. A simulation study shows that the modified DETECT can successfully recover the dimensional structure of response data under reasonable specifications. Finally, the modified DETECT procedure is applied to real response data from two-stage tests to demonstrate how to utilize these indices and interpret their values in dimensionality analyses. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Mathematics Achievement; Achievement Tests; Item Response Theory; Measurement; Educational Diagnosis; Diagnostic Tests; Educational Testing; Psychometrics; Test Items; Simulation; Measurement Techniques; Comparative Analysis; Data Analysis

Abstract:
This paper presents a noncompensatory latent trait model, the multicomponent latent trait model for diagnosis (MLTM-D), for cognitive diagnosis. In MLTM-D, a hierarchical relationship between components and attributes is specified to be applicable to permit diagnosis at two levels. MLTM-D is a generalization of the multicomponent latent trait model (MLTM; Whitely in "Psychometrika," 45:479-494, 1980; Embretson in "Psychometrika," 49:175-186, 1984) to be applicable to measures of broad traits, such as achievement tests, in which component structure varies "between" items. Conditions for model identification are described and marginal maximum likelihood estimators are presented, along with simulation data to demonstrate parameter recovery. To illustrate how MLTM-D can be used for diagnosis, an application to a large-scale test of mathematics achievement is presented. An advantage of MLTM-D for diagnosis is that it may be more applicable to large-scale assessments with more heterogeneous items than are latent class models. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Peace; Conflict Resolution; Vignettes; Simulation; Case Method (Teaching Technique); Educational Games; Games; Teaching Methods; Experiential Learning; Instructional Design

Abstract:
Simulations and games can offer valuable insight into the management of conflict and the achievement of peace. This special symposium issue of "Simulation & Gaming" examines several such approaches, used in both educational settings and to prepare practitioners to deal with the concrete challenges of peacebuilding. In the introduction, the authors offer some brief thoughts on the how and why of simulations and games-based approaches, scenario choices (abstract, fictional, and real world), intended audiences, and design approaches. They also address the question of how games might (or might not) contribute to policy making in this field. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Social Sciences; Conflict; Role Theory; Vignettes; Game Theory; Controversial Issues (Course Content); Design Requirements; Educational Games; Material Development; Change Strategies; Simulation; Peace; Learning Activities; Creative Activities

Abstract:
Attentiveness to and transparency about the methodological implications of the level of analysis selected for peace and conflict exercises constitute essential elements of good game design. The article explores the impact of level of analysis choices in the context of two key portions of exercises, scenario construction and role specification. It weighs the consequences of these choices in terms of the differing conclusions one can draw from exercises and potential pitfalls of careless choices. Finally, it argues that level of analysis considerations in game design parallels specific debates within segments of the social science literature, connections that are also explored in this article for their relevance to game design. (Contains 6 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Majors (Students); Conflict; Graduate Students; Conflict Resolution; Games; Teaching Methods; Simulation; Role Playing; Trust (Psychology); Cooperation; Undergraduate Students; Interpersonal Relationship; Instructional Effectiveness

Abstract:
Playing With Conflict is a weekend course for graduate students in Portland State University's Conflict Resolution program and undergraduates in all majors. Students participate in simulations, games, and experiential exercises to learn and practice conflict resolution skills. Graduate students create a guided role-play of a conflict. In addition to an oral debriefing, students wrote a debriefing report following the Description, Interpretation, Evaluation (DIE) model of debriefing. The written debriefing report gave all students an opportunity to reflect, analyze, and evaluate their experience in depth. The use of two facilitators allows one to facilitate while the other observes and rests, makes 2 points of view available for the debriefing, and offers a model for resolving minor disagreements between them. Trust among students increased across the weekend as evidenced by an increase in cooperative choices and estimates of the likelihood that others would cooperate in the TAKE-A-CHANCE game, a version of PRISONER'S DILEMMA. Most reported having fun while they learned about themselves, interpersonal conflict, and some large-scale social conflicts. (Contains 3 tables and 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Children; Adolescents; Teaching Methods; Cognitive Processes; Simulation; Student Attitudes; Statistical Analysis; Immersion Programs; Second Language Learning; Summer Programs; Resident Camp Programs; Cultural Activities; Aesthetics; Nonschool Educational Programs; Nonformal Education; Interviews; Qualitative Research

Abstract:
How do young people experience camp, and how might that experience help us expand our understanding of what is possible in non-formal learning environments? In-depth interviews consisting of forced-choice and open-ended questions were conducted with 59 Concordia Language Villages residential camp participants who partake in a linguistically and culturally enriched grand simulation. This study focused on (1) quantitative assessments of their sense of safety and belonging, and (2) open-ended questions about the nature of the camp environment in general and as a learning place. From the qualitative data, we distilled participants' sense of camp as a learning place by analysing their responses in terms of theoretically-driven categories of "thinking space" qualities and data-driven categories of "experience space" qualities. As a thinking space, participants described the camp environment as a safe space characterized by support for thinking and development, room for identity-supportive interactions, room to experiment, and a place with mentoring adults and a second-home feeling. As an experience space, they emphasized the centrality of the program's daily activities (particularly simulations), the qualities of the people around them (diverse and community-focused), the physical setting of the program (particularly its aesthetics) and the instructional methods used (particularly language and cultural immersion). The relationship of these findings to our understanding of the nature of the thinking and experience spaces as program-specific and program-general phenomena is discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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