Measuring teacher certainty

Scandinavian Journal of Educational Research

Volumn 45, Issue 2, 2001, Pages 167-181

  Munthe, Elaine ^a  

^a Center for Behavioral Research   (Norway)

Author keywords

Generalizability Theory; Teacher Certainty; Uncertainty

Indexed keywords

EID: 0042938107     PISSN: 00313831     EISSN: 14701170     Source Type: Journal    
DOI: 10.1080/00313830120052741     Document Type: Article

References (57)

1. ADAMS, J., 1995. Risk, London: University College London.
2. BENSON, J., HAGTVET, K.A., ZEIDNER, M., and ENDLER, N.S., 1996. “ The interplay among design, data analysis, and theory in the measurement of coping ”. In Handbook of Coping, New York, NY: John Wiley & Sons.
3. BENTLER, P.M., and BONETT, O.G., 1980. Comparative fit indexes in structural models. Psychological Bulletin, 107: 238–246.
4. BLASE, J., and ANDERSON, G., 1995. The Micropolitics of Educational Leadership, London: Cassell.
5. BOLLEN, K.A., and LONG, J.S., eds. 1993. Testing Structural Equation Models, Newbury Park: Sage.
6. BRENNAN, R.L., 1992. Generalizability theory. Educational Measurement: Issues and Practice, 11: 225–232.
7. BROPHY, J.E., and GOOD, T.L., 1986. “ Teacher behavior and student achievement ”. In Handbook of Research on Teaching, Edited by: WITTROCK, M.C., New York, NY: Macmillan.
8. BROWNE, M.W., and CUDECK, R., 1993. “ Alternative ways of assessing model fit ”. In Testing Structural Equation Models, Edited by: BOLLEN, K.A., and LONG, J.S., Newbury Park: Sage.
9. BRU, E., and THUEN, E., 1999. L?ringsmilje og Konsentrasjon blant Elever i 6. og 9. Klasse. [Learning Environment and Concentration among 6th and 9th Grade Students], Stavanger: Center for Behavioral Research, Stavanger University College. [in Norwegian]
10. BRU, E., BOYESEN, M., MUNTHE, E., and ROLAND, E., 1998. Perceived social support at school and emotional and musculoskeletal complaints among Norwegian 8th grade students. Scandinavian Journal of Educational Research, 42: 339–356.
11. BURKE, R.J., 1993. Organizational level interventions to reduce occupational Stressors. Work & Stress, 7: 77–87.
12. CHERNISS, C., 1980. Professional Burnout in Human Service Organizations, New York, NY: Praeger.
13. CROCKER, L., and ALGINA, J., 1986. Introduction to Classical and Modern Test Theory, Fort Worth: Holt, Rhinehart & Winston.
14. CRONBACH, L.J., 1963. Educational Psycholog, London: Hart-Davis.
15. CRONBACH, L.J., GLESER, G.G., NANDA, H., and RAJARATNAM, N., 1972. The Dependability of Behavioral Measurements: theory of generalizability of scores and profiles, New York, NY: Wiley.
16. CRONBACH, L.J., LINN, R.L., BRENNAN, R.L., and HAERTEL, E., 1995. Generalizability Analysis for Educational Assessments. Evaluation Comment, UCLA: UCLA Center for the Study of Evaluation & The National Center for Research on Evaluation, Standards, and Student Testing.
17. DALIN, P., 1993. Changing the School Culture, London: Cassell.
18. EASON, S., 1991. “ Why generalizability theory yields better results than classical test theory: a primer with concrete examples ”. In Advances in Educational Research: substantive findings, methodological developments, Edited by: THOMPSON, B., Vol. 1, 83–98. Greenwich, CT: JAI Press.
19. FISHER, D.L., and FRASER, B.J., 1991. School climate and teacher professional development. South Pacific Journal of Teacher Education, 19: 17–32.
20. FLANDERS, N.A., 1987a. “ Human interaction models ”. In The International Encyclopedia of Teaching and Teacher Education, Edited by: DUNKIN, M.J., Oxford: Pergamon Press.
21. FLANDERS, N.A., 1987b. “ Flexibility ”. In The International Encyclopedia of Teaching and Teacher Education, Edited by: DUNKIN, M.J., Oxford: Pergamon Press.
22. FULLAN, M., 1992. Successful School Improvement, Buckingham: Open University Press.
23. FULLAN, M., 1993. Change Forces: probing the depths of educational reform, London: Palmer Press.
24. GOODRICK, E., and SALANCIK, G.R., 1997. Organizational discretion in responding to institutional practices: hospitals and cesarean births. Administrative Science Quarterly, 41: 1–28.
25. GRONLUND, N.E., and LINN, R.L., 1990. Measurement and Evaluation in Teaching, 6th Edn, New York, NY: Macmillan.
26. HAGTVET, K.A., 1997. The function of indicators and errors in construct measures: an application of generalizability theory. Journal of Vocational Education Research, 22: 247–266.
27. HANDAL, G., 1991. Collective time-collective practice?. The Curriculum Journal, 2: 317–333.
28. HARGREAVES, A., 1993. “ Individualism and individuality: reinterpreting the teacher culture ”. In Teachers' Work, Edited by: LITTLE, J.W., and MCLAUGHLIN, M.W., New York, NY: Teachers College Press.
29. HARGREAVES, A., 1994. Changing Teachers, Changing Times, London: Cassell.
30. HEANEY, C.A., and VAN RYN, M., 1990. Broadening the scope of worksite stress programs: a guiding framework. Stress Management, 4: 413–420.
31. JAMES, L.R., MULAIK, S.A., and BRETT, J.M., 1982. Causal Analysis: assumptions, models, and data, Beverly Hills, CA: Sage.
32. JORESKOG, K.G., 1993. “ Testing structural equation models ”. In Testing Structural Equation Models, Edited by: BOLLEN, K.A., and LONG, J.S., Newbury Park: Sage.
33. JORESKOG, K., and SÖRBOM, D., 1988. LISREL VII: a guide to the program and applications, Chicago: SPSS International.
34. JÖRESKOG, K., and SÖRBOM, D., 1996. LISREL 8:user's reference guide, Chicago: Scientific Software International.
35. KANE, M.T., 1982. A sampling model for validity. Applied Psychological Measurement, 6: 125–160.
36. KELLOWAY, E.K., 1998. Using LISREL for Structural Equation Modeling; a researcher's guide, Thousand Oaks, CA: Sage.
37. KLEVEN, T.A., 1994. Undervisning som Valgsituasjoner [Teaching Understood as Decision Making Situations], Oslo: Pedagogisk Forskningsinstitutt, University of Oslo. [in Norwegian]
38. LITTLE, J.W., 1990. The persistence of privacy: autonomy and initiative in teachers' professional relations. Teachers College Records, 91: 511–536.
39. LOEHLIN, J.C., 1998. Latent Variable Models: an introduction to factor, path, and structural analysis, 3rd Edn, Mahwah, NJ: Lawrence Erlbaum.
40. LORTIE, D., 1975. School Teacher, Chicago: Chicago University Press.
41. LUHMANN, N., 1979. Trust and Power, New York, NY: John Wiley.
42. LUHMANN, N., 1993. Risk: a sociological theory, New York, NY: Walter de Gruyter.
43. LUHMANN, N., 1995. Social Systems, Stanford, CA: Stanford University Press.
44. MCMANUS, M., 1989. Troublesome Behaviour in the Classroom, London: Routledge.
45. METZ, M.H., 1993. “ Teachers' ultimate dependence on their students ”. In Teachers' Work, Edited by: LITTLE, J.W., and MCLAUGHLIN, M.W., New York, NY: Teachers College Press.
46. MILLER, A., 1996. Pupil Behaviour and Teacher Culture, London: Cassell.
47. MUNTHE, E., 1997. Teacher Collaboration--a source of greater perceived certainty?, Norway: University of Oslo, Oslo. thesis
48. NORUSIS, M., 1988. SPSS 8.0 Guide to Data Analysis, NJ: Prentice Hall.
49. PULLIS, M., 1992. An analysis of the occupational stress of teachers of the behaviorally disordered: sources, effects, and strategies for coping. Behavioral Disorders, 17: 191–201.
50. RABINOWITZ, W., and EIKELAND, H.M., 1964. Estimating the reliability of tests with clustered items. Scandinavian Journal of Educational Research, 8: 85–106.
51. ROLAND, E., 1999. School Influences on Bullying, Stavanger: Rebell Forlag.
52. ROSENHOLTZ, S., 1989. Teachers' Workplace, New York, NY: Teachers College Press.
53. RUTTER, M., MAUGHAN, B., MORTIMORE, P., and OUSTON, J., 1979. Fifteen Thousand Hours, Somerset: Open Books.
54. SHAVELSON, R.J., 1973. What is the basic teaching skill?. Journal of Teacher Education, 24: 144–151.
55. SHAVELSON, R.J., and WEBB, N.M., 1991. Generalizability Theory, London: Sage.
56. STEIGER, J.H., 1990. Structural model evaluation and modification: an interval estimation approach. Multivariate Behavioral Research, 25: 173–180.
57. SZTOMPKA, P., 1998. Trust, distrust and two paradoxes of democracy. European Journal of Social Theory, 1: 19–32.