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Organizational relationships are complex. Employees do their work as individuals, but also as members of larger teams. They exist within various social networks, both within and spanning organizations. Multilevel theory is at the core of the organizational sciences, and unpacking multilevel relationships is fundamental to the challenges faced within these disciplines. Yet, guidance about how to pursue multilevel research has often been siloed within subdomains. In this book, Stephen E. Humphrey and James M. LeBreton bring together experts on multilevel research who guide scholars in the social and behavioral sciences who wish to consider the implications that multilevel research may have for their work. Although the majority of contributors to this handbook have backgrounds in the organizational sciences, the chapters are accessible to researchers from a variety of disciplines including communication, education, sociology, psychology, and management. This book contains the following chapters: (1) On Finding Your Level (Stanley M. Gully and Jean M. Phillips); (2) Contextualizing Context in Organizational Research (Cheri Ostroff); (3) Ask Not What the Study of Context Can Do for You: Ask What You Can Do for the Study of Context (Rustin D. Meyer, Katie England, Elnora D. Kelly, Andrew Helbling, MinShuou Li, and Donna Outten); (4) The Only Constant Is Change: Expanding Theory by Incorporating Dynamic Properties Into One's Models (Matthew A. Cronin and Jeffrey B. Vancouver); (5) The Means Are the End: Complexity Science in Organizational Research (Juliet R. Aiken, Paul J. Hanges, and Tiancheng Chen); (6) The Missing Levels of Microfoundations: A Call for Bottom-Up Theory and Methods (Robert E. Ployhart and Jonathan L. Hendricks); (7) Multilevel Emergence in Work Collectives (John E. Mathieu and Margaret M. Luciano); (8) Multilevel Thoughts on Social Networks (Daniel J. Brass and Stephen P. Borgatti); (9) Conceptual Foundations of Multilevel Social Networks (Srikanth Paruchuri, Martin C. Goossen, and Corey Phelps); (10) Introduction to Data Collection in Multilevel Research (Le Zhou, Yifan Song, Valeria Alterman, Yihao Liu, and Mo Wang); (11) Construct Validation in Multilevel Studies (Andrew T. Jebb, Louis Tay, Vincent Ng, and Sang Woo); (12) Multilevel Measurement: Agreement, Reliability, and Nonindependence (Dina V. Krasikova and James M. LeBreton); (13) Looking Within: An Examination, Combination, and Extension of Within-Person Methods Across Multiple Levels of Analysis (Daniel J. Beal and Allison S. Gabriel); (14) Power Analysis for Multilevel Research (Charles A. Scherbaum and Erik Pesner); (15) Explained Variance Measures for Multilevel Models (David M. LaHuis, Caitlin E. Blackmore, and Kinsey B. Bryant-Lees); (16) Missing Data in Multilevel Research (Simon Grund, Oliver Lüdtke, and Alexander Robitzsch); (17) A Primer on Multilevel (Random Coefficient) Regression Modeling (Levi K. Shiverdecker and James M. LeBreton); (18) Dyadic Data Analysis (Andrew P. Knight and Stephen E. Humphrey); (19) A Primer on Multilevel Structural Modeling: User-Friendly Guidelines (Robert J. Vandenberg and Hettie A. Richardson); (20) Moderated Mediation in Multilevel Structural Equation Models: Decomposing Effects of Race on Math Achievement Within Versus Between High Schools in the United States (Michael J. Zyphur, Zhen Zhang, Kristopher J. Preacher, and Laura J. Bird); (21) Anything but Normal: The Challenges, Solutions, and Practical Considerations of Analyzing Nonnormal Multilevel Data (Miles A. Zachary, Curt B. Moore, and Gary A. Ballinger); (22) A Temporal Perspective on Emergence: Using Three-Level Mixed-Effects Models to Track Consensus Emergence in Groups (Jonas W. B. Lang and Paul D. Bliese); (23) Social Network Effects: Computational Modeling of Network Contagion and Climate Emergence (Daniel A. Newman and Wei Wang); (24) Cross-Level Models (Francis J. Yammarino and Janaki Gooty); and (25) Panel Interview: Reflections on Multilevel Theory, Measurement, and Analysis (Michael E. Hoffman, David Chan, Gilad Chen, Fred Dansereau, Denise Rousseau, and Benjamin Schneider).

The major purpose of the second field test of the AEL MSCI instrument was to assess the psychometric properties of the refined version with a larger, more diverse group of respondents. The first objective of this field test was to expand the four-point Likert-type response scale to six points in order to yield more variance in responses. The second objective was to secure a larger and more diverse group of respondents to complete the six-response option version of the same 64 items as employed in the first field test. The third objective was to analyze the responses from this second field test to discover its psychometric properties. These analyses included: internal consistency reliability estimates, test-retest reliability estimates, construct validity assessment via factor analyses, and the correlations among the scales emerging from the factor analyses and with the total score. The fourth objective was to compare the results of the first field test with those of the second field test and the fifth objective was to make recommendations for the next steps with the AEL MSCI based on those field comparisons. (Contains 8 tables.) [This document was produced by the Appalachia Educational Laboratory at Edvantia, formerly the Appalachian Educational Laboratory (AEL, Inc.). Paper presented at the 86th Annual Meeting of the American Educational Research Association, Montreal, Canada, April 11-15, 2005.]

The research effort reported in this document addresses the important national need for determining the validity of large-scale content assessments in English with students who are in the process of acquiring English as a second language. Often these students have been excluded from such assessments, but there have been recent, growing efforts to include them. There is, however, considerable variability nationwide in the inclusion process. The focus of this report is on second language students--English language learners (ELLs)--who have been included in large-scale content assessments regardless of their language ability. Within the context of assuring equal educational access for all students, technical issues around validity are being examined from three perspectives. This report is organized into the following chapters: (1) Examining ELL and Non-ELL Student Performance Differences and Their Relationship to Background Factors: Continued Analyses of Extant Data (Jamal Abedi, Seth Leon, and James Mirocha); (2) Students' Concurrent Performance on Tests of English Language Proficiency and Academic Achievement (Frances A. Butler and Martha Castellon-Wellington); (3) Language Analysis of Standardized Achievement Tests: Considerations in the Assessment of English Language Learners (Alison L. Bailey); and (4) General Discussion and Recommendations (Alison L. Bailey, Frances A. Butler, and Jamal Abedi). (Individual chapters contain references.)

Numerous career interest measures are available. Information on one such career inventory, the Career Thoughts Inventory (CTI) is presented here. The instrument is a self-administered assessment and intervention tool designed to provide a measure of dysfunctional thinking in career problem solving and decision making. The inventory is intended for use by high school and college students who are choosing a field of study, an occupation, or employment; it can also be used by working adults who are considering a career change or reentering the labor market. Te CTI was standardized on a sample of 571 adults, 595 college students, and 396 high school students. The test yields information on three construct scores: decision making confusion, commitment anxiety, and external conflict. It consists of 48 negative statements and takes between 7 and 15 minutes to fill out. Scoring can be carried out in 5 minutes or less. The test booklet is a combination of the inventory, the answer form, and the profile form. Scoring is simple, but it is recommended that confirmation of test results in a clinical interview be made. An accompanying workbook offers exercises, checklists, and diagrams to assist the test taker in interpreting scores. Appropriate procedures were used to establish validity in terms of content, construct, and concurrent aspects of the instrument. (RJM)

This document contains eight papers from an action research program to foster good practice in adult literacy provision and policy. "Introduction" (J. Joy Cumming, Christina E. van Kraayenoord) presents an overview of the action research project and individual reports. "Assessment: Making a Difference in Adult Literacy and Numeracy Learning" (J. Joy Cumming, Christina E. van Kraayenoord) summarizes the assessment issues presented at the project seminars. The following six papers present the outcomes of the individual research projects: "Assessment as an Ongoing Feature of the Learning Environment" (Catherine Doherty, Francis Mangubhai, Joan Shearer); "Filling in the Blanks: Construct Validity Issues in the Development of Assessment Tasks for Adult Literacy Students" (Ann Kelly);"Moderation of Competency-Based Assessment: Issues and Practice in Adult Literacy and Numeracy" (John Bailey et al.); "Let's Start Reading: The Field Trial of a Computer Program as an Aid in Adult Literacy Teaching" (Maureen Mortimer); "Who's Learning from Whom: A New Teacher Explores Literacy Assessment and Teaching Strategies in an Adult Urban Classroom" (Cherie de Pinna); and "Are Literacy and Numeracy Competencies Achieved by Newstart Clients Transferred to the Clients' Real-Life Context?" (Maureen Cooper, Susan Garside). The final paper, "Writing an Action Research Proposal" (Peter Mountney) describes the focus of the program's research proposal workshops. Contains 12 references. (MN)

This book explores the Capability Approach (CA) as an alternative critical lens through which to regard early childhood education (ECE) curricula. The CA framework is a counter narrative to the narrow instrumentalism that reduces education to a mere process of academic skills acquisition for a future workplace. Primarily the book draws on the example of the Greek case. Criticizing the "bit role" that the front-line implementers play in the curriculum design and planning procedure it argues that efficient curriculum development can only occur when a zymosis between the pedagogues' beliefs, practical experience, and theoretical knowledge is accomplished. Evidence shows that beliefs define the educators' practices into the pedagogical context. The issues discussed are unlikely to be confined to this country alone and will have resonances on other contexts. A questionnaire in Greek and English is appended.

The second edition of "Foundations of Psychological Testing: A Practical Approach" is a text for undergraduate students new to the field of psychological testing. Using a conversational format, the authors aim to prepare students to be informed consumers as test users or test takers. Features new to the second edition include: (1) New Content; (2) New Learning Strategies; and (3) Instruction through Conversation. Four sections include 15 chapters. Section I, Overview of Psychological Testing, presents: (1) What Are Psychological Tests? (2) Why is Psychological Testing Important? (3) Is There a Right or Wrong Way to Use Psychological Tests? and (4) How Does Computerized Testing Work? Section II, Psychometric Principles, contains: (5) How Do Test Users Interpret Test Scores? (6) What Is Test Reliability? (7) What Is Validity, Specifically Content Validity? (8) Can Tests Really Predict Future Behavior? and (9) What Is Construct Validity? Section III, Developing and Piloting Surveys and Psychological Tests, continues with: (10) How Do We Construct, Administer, and Use Survey Data? (11) How Do You Develop a Test? and (12) How Do You Know When a Test Works? Section IV, Using Tests in Different Settings, concludes with: (13) How Are Tests Used in Educational Settings? (14) How Are Tests Used in Clinical and Counseling Settings? (15) How Do Organizations Use Psychological Tests? Four appendixes are present: (1) Guidelines for Critiquing a Psychological Test; (2) Ethical Standards for Assessment; (3) Code of Fair Testing Practices in Education; and (4) Table of Critical Values for Pearson Product-Moment Correlation Coefficients. A glossary, list of references, author index, subject index, and author information are also included.

Discusses the research program construct validating the triarchic theory of successful intelligence and discusses objections raised to the triarchic theory and the criticisms of L. Gottfredson. (SLD)

Discusses a number of issues raised in Brody's analysis of ability measurements based on the triarchic theory of successful intelligence, such as restriction of range, obtained variance attributed to "g," and aptitude-treatment interactions. (SLD)

Comments that R. Sternberg does not address criticisms previously made by L. Gottfredson, but rather discusses his theory of successful intelligence and answers only self-posed objections from unspecified critics. (SLD)

The two key theoretical propositions of "Practical Intelligence in Everyday Life" are made plausible only if one ignores considerable evidence contradicting them. The six key empirical claims rest primarily on the illusion of evidence enhanced by selective reporting of results. (SLD)

Responds to issues raised by R. Sternberg in his response to commentary on the Sternberg Triarchic Abilities Test. Presents a synopsis of the conclusions that should have been derived from data obtained by Sternberg and his colleagues about the construct validity of the measure. (SLD)

Discusses the papers in this special issue, emphasizing the practical applicability of nonparametric item response theory (NIRT) and how NIRT addresses lack-of-fit issues. Also discusses the ability of NIRT to assess latent multidimensionality and the relation of latent multidimensionality analyses to construct validity. (SLD)