Victor Willson

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One-Way Anova

Basic and Advanced Statistical Tests, 2017

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Executive compensation in nonprofit organizations: evaluating texas independent school districts using structural equation modeling

Journal of Public Budgeting, Accounting & Financial Management, 2006

The purpose of this paper is to model the determinants of executive compensation of school distri... more The purpose of this paper is to model the determinants of executive compensation of school district superintendents using structural equation models (SEM). These chief executives have unique characteristics and function in a complex environment, due in part to the political nature of the position. SEM has not been used widely to test archival data using economic theory. The complex environment of superintendent salaries is a test case for the viability of the SEM approach. The success of SEM depends on the development of a strong theoretical base. The theory developed assumes that compensation should be based, in part, on fiscal and academic performance, indicating that accounting-related information including performance measures should be important in this context. In this case, a complex theoretical structure was reduced to a relatively simple model: superintendent salary can be best explained with three direct effects (enrollment, teacher salary, and the local tax percentage) plus indirect effects by including two additional factors (white percentage and percent economically disadvantaged). Performance did not influence salary, suggesting that future superintendent compensation contracts should consider financial- and education-based performance measures.

A Meta-Analysis of Single-Case Research on Embedding Interests of Individuals With Autism Spectrum Disorder

Remedial and Special Education, 2019

Restricted interests of individuals with autism spectrum disorder (ASD) can act as a barrier to l... more Restricted interests of individuals with autism spectrum disorder (ASD) can act as a barrier to learning important life skills. Embedding the interests of individuals into their learning environment can act to establish motivation to participate. A meta-analysis of 20 single-case studies on embedding interests of individuals with ASD was conducted to determine overall effects and potential moderating variables. Data were aggregated across domains of variables including dependent variables, participant characteristics, and learning contexts. The correlation between self-stimulatory or ritualistic behaviors and primary outcomes was evaluated. Publication bias and consistency of the Tau/Tau- U nonoverlap effect size with visual analysis were tested via moderator analyses. The literature suggests that embedding interest for learners with ASD can either be beneficial or distractible. Effects ranged from negative to strong, with several moderators identified. Practitioners should take cau...

format_quoteClient/student-led interventions showed moderate to strong effectiveness (Tau-U = 0.93) compared to instructor-led interventions in engaging students with ASD.format_quote

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Truancy Offenders in the Juvenile Justice System: A Multicohort Study

Behavioral Disorders, 2010

Truancy remains a persistent concern, with serious consequences for the individual, family, and s... more Truancy remains a persistent concern, with serious consequences for the individual, family, and society, as truancy is often linked to academic failure, disengagement with school, school dropout, and delinquency. This study analyzed large-scale data covering multiple years of cohorts of delinquent youths born between 1981 and 1988. Truancy offenders tend to be referred to the juvenile justice system at an earlier age, be juveniles with a family criminal history, and have received special education services. Caucasians girls, juveniles from lower income families, and juveniles who did not use drugs were more likely to be referred for truancy offenses than for other offenses. Implications of these findings for practice and future research are addressed.

ANCOVA Procedures in Time-Series Experiments: An Illustrative Example

A statisticcl model for analysis of multiple time-series observation is briefly outlined. The mod... more A statisticcl model for analysis of multiple time-series observation is briefly outlined. The model incorporates a change parameter corresponding to intervention or interruption of the dependent series. The additional time-series are included in the model as covariates. The practical application of the procedure is illustrated with traffic fatality data from several Northeast states. The intervention variable is a legislative crackdown on speeding offenders in Connecticut, whi,:h was claimed to have produced a significant drop in the traffic fatality rate. The analysis using neighboring states as covariates results in a change to nonsignificance for the intervention effect. The seasonal nature of the data also illustrates the applicability of the procedure when seasonality is present, so that no season adjustments are required.

format_quoteThe paper discusses advancements in estimating intervention effects using integrated-moving averages, enriching time-series analysis.format_quote

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Robinson's Measure of Agreement as a Parallel Forms Reliability Coefficient

A major deficiency in classical test theory is the reliance on Pearson product -moment (PPM) corr... more A major deficiency in classical test theory is the reliance on Pearson product -moment (PPM) correlation concepts in the definition of reliability. PPA measures are totally insensitive to first moment differences in tests which leads to the dubious assumption of essential tan-equivalence. Robinson proposed a measure of agreement that is sensitive to different test difficulty and gives a practical statistic to estimate reliability in the presence of known form variation in difficulty. Robinson's measure of agreement appears to be a useful alternative to the generalizability coefficient, as it provides a more conservative estimate of reliability under conditions of parallel form differences in mean. This is likely to be especially useful when examining inter rater reliability when internal consistency of the raters is poor. Robinson's measure does not seem advantageous for highly reliable parallel tests such as are encountered in standardized testing programs. A simulation study is presented to illustrate the degree of the coefficient's sensitivity to form difficulty variance. Robinson,s measure of agreement and the intraciass correlation are coaputed for each simulation and their values are compared. (author/RL)

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A Profile of Profiles: A Meta-Analysis of the Nomological Net of Commitment Profiles

The Journal of applied psychology, Jan 7, 2016

Although the majority of empirical commitment research has adopted a variable-centered approach, ... more Although the majority of empirical commitment research has adopted a variable-centered approach, the person-centered or profiles approach is gaining traction. One challenge in the commitment profiles literature is that names are attached to profiles based on the within-study comparison among profiles and their relative levels and shapes. Thus, it is possible that different studies name the same profiles differently or different profiles similarly because of the context of the other profiles in the study. A meta-analytic approach, combined with multilevel latent profile analysis (LPA) that accounts for both within- and between-sample variability, is used in this study to examine the antecedents and outcomes of commitment profiles. This helps solve the naming problem by examining multiple data sets (K = 40) with a large sample (N = 16,052), obtained by contacting commitment researchers who voluntarily supplied primary data to bring further consensus about the phenomenology of profiles...

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Estimation of Intervention Effects in Seasonal Time-Series

A model for the integrate mo of order one, IMA (1, 1), having a seasonal (cyclic) component is pr... more A model for the integrate mo of order one, IMA (1, 1), having a seasonal (cyclic) component is presented. The model incorporates a parameter for possible change in level of the process after intervention, following methods developed by Box and Tiao (1965), and Gottmann (1972). Least-squares estimates and associated significance tests for the parameters of the model (in particular, the intervention parameter) are derived. The results of a computer study and an example from real data are given with analysis and interpretation of parameter estimates. Results of the theoretical derivation are extended to other models [IMA (1, 1) with deterministic drift, multi-component models], and limitations of the model are noted. (Author)

format_quoteMethod I produced the best estimates for process parameter A0 and error variance across multiple simulated IMA (1,1) processes.format_quote

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Exploring the Relationship Between High School Students’ Physics-Related Personal Epistemologies and Self-regulated Learning in Turkey

International Journal of Science and Mathematics Education, 2015

This article reports on an empirical exploration of the relations and strengths among Turkish gra... more This article reports on an empirical exploration of the relations and strengths among Turkish grades 9–11 students’ (n = 209) personal epistemologies (justification of knowledge, certainty of knowledge, source of knowledge, development of knowledge), self-regulated learning (extrinsic motivation, intrinsic motivation, rehearsal, elaboration, organization, critical thinking, metacognitive self-regulation), and achievement in physics (course grades). Established instruments were used to collect data on these students’ beliefs about knowledge and components of self-regulated learning (SRL) such as goal orientations (extrinsic and intrinsic motivation) and learning strategies, critical thinking, and metacognitive regulation. Results from structural equation modeling revealed that students’ personal epistemologies directly influenced their motivation (extrinsic and intrinsic goal orientations), rehearsal and organization strategies, and metacognitive self-regulation to learn physics. Furthermore, students’ personal epistemologies indirectly (mediated through motivation beliefs) influenced rehearsal, elaboration and organization strategies, critical thinking, and metacognitive self-regulation to learn physics. Students’ ideas about knowledge and knowing about the source and development of knowledge significantly contributed to students’ self-regulatory skills and physics course grade. Implications and future directions are discussed.

Effects of Two Instructional Approaches and Peer Tutoring on Gifted and Nongifted Sixth-Grade Students' Analogy Performance

Reading Research Quarterly, 1988

Page 1. Judith E. Judy Patricia A. Alexander Jonna M. Kulikowich Victor L. Willson Texas A&am... more

First year comparative evaluation of the Texas A&M freshman integrated engineering program

Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century, 1995

The paper documents the first year process and product evaluation of the NSF-sponsored Foundation... more The paper documents the first year process and product evaluation of the NSF-sponsored Foundation Coalition (FC) project at Texas A&amp;amp;amp;amp;amp;amp;amp;M University designed to integrate five courses taken by most freshman engineering students: physics, engineering design, calculus, English, and chemistry. In addition to the curriculum integration, the project emphasized cooperative learning, teaming, technology applied to learning, and active learning. One hundred

The Effects of Representations, Constructivist Approaches, and Engagement on Middle School Students' Algebraic Procedure and Conceptual Understanding

School Science and Mathematics, 2012

... In a study examining a class of fourth graders with only procedural knowledge revealed prior ... more

Participation and Performance of Students With Emotional Disturbance on a Statewide Accountability Assessment in Math

Remedial and Special Education, 2010

ABSTRACT This study examined the participation rates and performance of students classified with ... more ABSTRACT This study examined the participation rates and performance of students classified with emotional and behavioral disorders (EBD) in a statewide reading assessment. Gender, ethnicity, cognitive ability, school-level socioeconomic status, and instructional setting are analyzed as factors correlated with performance. Findings indicate that only 56% of students with EBD participate in statewide assessment. Only 44% of those met proficiency standards. Implications relate to classification of differences by subgrouping of students with EBD. &amp; Standards-based reform and the intention to improve academic outcomes through state accountability measures is currently under way for students with disabilities (Elliott, Erickson, Thurlow, &amp; Shriner, 2000; Katsiyan-nis, Zhang, Ryan, &amp; Jones, 2007; Thurlow &amp; Wiley, 2006). The No Child Left Behind Act (NCLB) has set new accountability standards for students with disabilities. These standards are guided by the assumption that instruction and educational opportunities will rise to meet these elevated expectations (Crawford &amp; Tin-dal, 2006; Hardman &amp; Dawson, 2008; Yssel-dyke et al., 2004). According to Ysseldyke et al. (2004), students with disabilities can perform well on statewide assessments when they are provided access to appropriate instruction. With the passage of NCLB, all states are required to include students with disabilities in statewide assessments and report the results. Adequate yearly progress require-ments specify target expectations regarding participation rates and proficiency standards for several subgroups, including students with emotional and behavioral disorders (EBD; Goertz, 2005; Malmgren, McLaughlin, &amp; Nolet, 2005; Thurlow &amp; Wiley, 2006). The participation of students with disabilities in statewide assessments is controversial (Kat-siyannis et al., 2007). Barton-Atwood, Wehby, and Faulk (2005) found that academic instruc-tion is often a secondary concern for many students with EBD. These students are at a high risk to earn low grades and drop out of school and are more likely to experience unsuccessful postsecondary outcomes (Trout, Nordess, Pierce, &amp; Epstein, 2003). Students with EBD generally exhibit academic difficulties across several content areas (Nelson, Benner, Lane, &amp; Smith, 2004; Reid, Gonzalez, Nordess, Trout, &amp; Epstein, 2004), with the most significant difficulties manifesting in the area of reading (Trout et al., 2003). Thurlow (2002) argued that the setting where a student receives instruction affects his or her ability to meet performance standards. This argument supports the premise that students with disabilities, including students with EBD, operate under lower expectations based on factors other than their academic ability (Shriner et al., 1994). Students with EBD are traditionally educated in more restrictive settings (Hosp &amp; Reschly, 2002). This practice negatively affects the academic growth of these students (Hardman &amp; Dawson, 2008). However, inclusion in the general education setting is difficult for students with EBD because their unique behavioral challenges are often exacerbated in the general education setting (Simpson, 2004). One method by which to focus attention on instructional outcomes is the use of state assessments or state accountability measures. Although some states report participation rates for students with disabilities in statewide assessments, there is very little information available regarding the performance of stu-dents with EBD. More data are needed to inform educators on student progress and programming (Thurlow, House, Scott, &amp; Ys-seldyke, 2000; Thurlow, Lazarus, Thompson, &amp; Morse, 2005; Ysseldyke et al., 2004). Accountability for the academic performance of students with disabilities is most critical for

Normative tables for calculating the WISC-III Performance and Full Scale IQs when Symbol Search is substituted for Coding

Psychological Assessment, 1996

A Critique of Miller and Rohling's Statistical Interpretive Method for Neuropsychological Test Data

Neuropsychology Review, 2004

A critical review of the 24-step procedure of Miller and Rohling's (in press) proposed standardiz... more A critical review of the 24-step procedure of Miller and Rohling's (in press) proposed standardization of clinician's use of neuropsychological assessment batteries is presented. Each step is examined for statistical sources of invalidity. It was concluded that parts of the procedure are quite vulnerable to between-battery variability that cannot be easily estimated or controlled, leading to significant errors in analysis and classification. A second fatal flaw is the failure to distinguish in the procedures between standard error measurement and standard error of the estimate in calculations in several steps. The purpose of the process remains viable, however, and is an important contribution toward the improvement of clinical diagnosis.

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The Effects of Task Involvement Load on L2 Incidental Vocabulary Learning: A Meta-Analytic Study

The Modern Language Journal, 2012

This meta-analytic study provides a systematic statistical synthesis of the effects of output tas... more This meta-analytic study provides a systematic statistical synthesis of the effects of output tasks on second or foreign incidental vocabulary learning. A total of 12 studies were included in this metaanalysis. Five mediator variables were examined: design quality, types of output task, time on task, genres of text, and text-target word ratios. Results show that language learners who completed an output task outperformed those who only read a text. Results also support the involvement load hypothesis: Language learners who performed a task with a higher degree of involvement load, gained more vocabulary. Studies with high and medium levels of design quality were more likely to detect statistically significant differences among groups with different output tasks, compared to studies with a low level of design quality. Furthermore, results indicate that time on task had positive effects on vocabulary learning. Learners who read a combination of expository and narrative text gained more vocabulary than those who only read either an expository or narrative text. Learners who read a text with text-target word ratios of less than or equal to 2% did not learn significantly more vocabulary than those who read a text with a ratio of 2% to 5%.

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Critical Measurement Issues in Learning Disabilities

The Journal of Special Education, 1984

Further Support for the Developmental Significance of the Quality of the Teacher–Student Relationship

Journal of School Psychology, 2001

Sociometric nominations and ratings assessed peers' perceptions of supportive and conflicted teac... more Sociometric nominations and ratings assessed peers' perceptions of supportive and conflicted teacher-student relationships, evaluations of children's positive and negative attributes, and peer-rated liking. Participants were 993 third-and fourthgrade children. Girls obtained higher Teacher Support and lower Teacher Conflict scores compared with boys. The pattern of correlations between teacher-student relationship scores and other peer evaluations was comparable across genders. Both Teacher Support and Teacher Conflict made independent contributions to peer evaluations of children's competencies and acceptance of children. Teacher Support contributes to the prediction of social preference scores beyond that predicted by peer nominations of aggression. Teacher ratings of aggression were available for a subsample of 71 behaviorally at-risk children. For this subsample, Teacher Support predicted social preference scores after controlling for both peer nominations of aggression and teacher ratings of aggression. Peers' perceptions of Teacher Support may function as an "affective bias," influencing both perceptions of child competencies and liking for the child. Implications of these findings for classroom-based interventions with peer-rejected children are discussed.

format_quoteFirst study reporting on the correlates of peers' perceptions of teacher-student relationship quality, linking Teacher Conflict to child aggression.format_quote

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New perspectives on child and adolescent depression

Journal of School Psychology, 1987

Is Parsimony Always Desirable? Identifying the Correct Model for a Longitudinal Panel Data Set

The Journal of Experimental Education, 1998

Victor Willson

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