Practical Significance: A Concept Whose Time Has Come

Kirk, Roger E.

doi:10.1177/0013164496056005002

Cited by 1,456 publications

(1,338 citation statements)

References 38 publications

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“…Modelling heterogeneous residual variance by country at level 1 of the model for teaching resources corrected this and achieved a better model fit (Garson, 2013). (Kirk, 1996) ( Thompson, 2006) List of Tables Table 1: Demographic characteristics of samples in Australia and Malta Effect sizes (partial) r (calculated from t): approximate guidelines: small = r > 0.1; medium = r > 0.24; large = r > 0.37 (Kirk, 1996;Thompson, 2006) …”

Section: Appendix A: Principal Components Analysismentioning

confidence: 99%

Australian and Maltese teachers' perspectives about their capabilities for mental health promotion in school settings

Askell–Williams

Cefai

2014

Teaching and Teacher Education

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There is international concern about the prevalence and severity of mental health difficulties and the impact such difficulties have upon individuals, families, communities and societies. Policy makers identify schools as strategic settings for promoting students' positive mental health, such as through the explicit teaching of social and emotional skills. Promoting students' mental health requires teachers to possess particular types of subject-matter knowledge, pedagogical knowledge, and knowledge of learners and their characteristics. However, mental health promotion is not typically addressed in pre-or in-service teacher education, thus raising questions about teachers' capabilities to enact policy directives for mental health promotion in schools. This paper reports a questionnaire study of 1029 Australian and Maltese teachers' perspectives about their capabilities for mental health promotion. Multilevel modelling showed significant response variations between teachers and between schools on 11 outcome factors. Maltese teachers' responses were significantly lower than Australian teachers on three outcome factors, namely, Knowledge, Teaching Resources and providing Parenting Support. Differences were also apparent between teachers of secondary and primary students, and between male and female teachers. Years of teaching experience did not show significant effects, highlighting that mental health promotion is a new area of professional learning for teachers. This study indicates that policy directives that situate mental health promotion initiatives in educational settings must be accompanied by opportunities for teachers and schools to build their capabilities in this relatively new domain of school and teacher responsibility. Our participating teachers have reported on issues of international concern, indicating that further attention to the capabilities of teachers and schools for mental health promotion in diverse cultural settings is warranted.

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Section: Appendix A: Principal Components Analysismentioning

confidence: 99%

Australian and Maltese teachers' perspectives about their capabilities for mental health promotion in school settings

Askell–Williams

Cefai

2014

Teaching and Teacher Education

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“…Small differences can be statistically ''significant'' simply because of a large sample size. This has prompted some to argue that tests of statistical significance are not generally useful (Carver, 1978(Carver, , 1993Cohen, 1994;Hunter, 1997;Kirk, 1996;Schmidt, 1992). Rather, these critics of significance testing argue that confidence intervals and measures of effect size should be the focal point of research findings.…”

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confidence: 99%

Measures of Effect Size for Comparative Studies: Applications, Interpretations, and Limitations

Olejnik¹,

Algina

2000

Contemporary Educational Psychology

575

370

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Although dissatisfaction with the limitations associated with tests for statistical significance has been growing for several decades, applied researchers have continued to rely almost exclusively on these indicators of effect when reporting their findings. To encourage an increased use of alternative measures of effect, the present paper discusses several measures of effect size that might be used in group comparison studies involving univariate and/or multivariate models. For the methods discussed, formulas are presented and data from an experimental study are used to demonstrate the application and interpretation of these indices. The paper concludes with some cautionary notes on the limitations associated with these measures of effect size.

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“…We obtained a between-school standard deviation, 3.913, from the unconditional ANOVA model (not shown in the table). Plugging two measures into a commonly used effect size formula (to calculate standardized mean differences) (see Borg and Gall, 1989;Hopkins, Hopkins, and Glass, 1996;Kim, 1995;Kirk, 1996), we found a difference of 0.20 standard deviations (from -0.767/3.913) in students' reading scores between Catholic and non-Catholic private school sectors. In other words, non-Catholic private school students were estimated to score 0.20 standard deviations higher (or an 8 percentile difference) in their reading achievement test, on average, than Catholic school students.…”

Section: Results and Interpretations: Examining The Effectiveness Ofmentioning

confidence: 92%

Comparison of Academic Development in Catholic versus Non-Catholic Private Secondary Schools

Kim

Placier

2004

EPAA

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Utilizing hierarchical linear models, this study of 144 private schools (72 Catholic and 72 non-Catholic schools) drawn from the National Education Longitudinal Study of 1988 discovered that Catholic school students scored lower in reading than students at non-Catholic private schools. Analysis of internal school characteristics suggested that lower growth in reading achievement might be related in part to lower student morale in Catholic schools. However, we found no significant differences between Catholic and non-Catholic private secondary schools in the development of students' math, history/social studies, and science abilities from eighth to tenth grades. This study also identified important student- and school-level variables such as Catholicism, gender, risk factor, parental involvement, and enrollment size that help to explain the outcomes.

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Practical Significance: A Concept Whose Time Has Come

Cited by 1,456 publications

References 38 publications

Australian and Maltese teachers' perspectives about their capabilities for mental health promotion in school settings

Australian and Maltese teachers' perspectives about their capabilities for mental health promotion in school settings

Measures of Effect Size for Comparative Studies: Applications, Interpretations, and Limitations

Comparison of Academic Development in Catholic versus Non-Catholic Private Secondary Schools

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