Motor Performance of Girls Age 6 to 14 Years     

Ruth B. Glassow  Pauline Kruse 《Research quarterly for exercise and sport》2013,84(3):426-433

Group achievement scores for elementary school girls for the 30-yard run, the standing broad jump and the overarm throw are presented to add to the limited information now available on children in the first three grades (ages 6 through 9 years). Means and standard deviations are reported for grades 1 through 8 and for ages 6 through 14 years. Reliabilities of within-day scores are reported. Correlations of year-to-year scores and of first-grade scores with those of grades 3 through 5 show that individuals tend to remain in the same relative position within the group during the elementary school years. This paper adds to present knowledge of motor performance of elementary school children by reporting observations derived from achievement scores of girls during a five-year period.  相似文献   

Compressed magnesia as electrical insulator     

Andrew Gemant  F.A. Glassow 《Journal of The Franklin Institute》1940,230(4):471-481

Compressed magnesia exhibits a fairly high breakdown strength of 300 kv./cm. This high strength appears remarkable, in considering the large porosity factor of the wafers. The contradiction can be explained by the inorganic nature of the material, and its consequent resistance against overheating and ionization.  相似文献   

Assessing the comparability of teacher-related constructs in TIMSS 2015 across 46 education systems: an alignment optimization approach     

Glassow  Leah Natasha  Rolfe  Victoria  Hansen  Kajsa Yang 《Educational Assessment, Evaluation and Accountability》2021,33(1):105-137

Research related to the “teacher characteristics” dimension of teacher quality has proven inconclusive and weakly related to student success, and addressing the teaching contexts may be crucial for furthering this line of inquiry. International large-scale assessments are well positioned to undertake such questions due to their systematic sampling of students, schools, and education systems. However, researchers are frequently prohibited from answering such questions due to measurement invariance related issues. This study uses the traditional multiple group confirmatory factor analysis (MGCFA) and an alignment optimization method to examine measurement invariance in several constructs from the teacher questionnaires in the Trends in International Mathematics and Science Study (TIMSS) 2015 across 46 education systems. Constructs included mathematics teacher’s Job satisfaction, School emphasis on academic success, School condition and resources, Safe and orderly school, and teacher’s Self-efficacy. The MGCFA results show that just three constructs achieve invariance at the metric level. However, an alignment optimization method is applied, and results show that all five constructs fall within the threshold of acceptable measurement non-invariance. This study therefore presents an argument that they can be validly compared across education systems, and a subsequent comparison of latent factor means compares differences across the groups. Future research may utilize the estimated factor means from the aligned models in order to further investigate the role of teacher characteristics and contexts in student outcomes.

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