WorldCat Identities

Tittle, Carol K. 1933-

Overview
Works: 59 works in 113 publications in 1 language and 2,404 library holdings
Genres: Handbooks and manuals 
Roles: Author, Editor, Redactor, Dedicatee
Classifications: LB3051, 371.26
Publication Timeline
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Most widely held works by Carol K Tittle
Minimum competency achievement testing : motives, models, measures, and consequences by Richard M Jaeger( Book )

10 editions published in 1980 in English and Undetermined and held by 439 WorldCat member libraries worldwide

Addressing often neglected broad issues, rather than the pragmatics of test development and administration, this Conference on Minimum Competency Achievement Testing was organized around six topics: (1) social and philosophical roots, uniqueness among testing movements, and policy issues; (2) legal, curricular, and social-demographic consequences; (3) implications for teachers, students and the handicapped; (4) testing programs in Florida, North Carolina, Oregon, Virginia, the Georgia State University System, Los Angeles, Portland, and the role of the National Institute of Education; (5) competency identification, test development, and standard setting; and (6) alternatives--certification separate from school, competency-based and outcomes-based education, and functional literacy for work. In papers on topics as diverse as philosophy, policy, and the curriculum, there was the suggestion that the political effects of minimum competency testing, namely state control of public education, will be the most profound. Furthermore, if test content comes to define content of curriculum, middle-class children will enjoy an enriched college preparatory program in private schools, and more disadvantaged students will fail to graduate from high school. Thirty-eight speeches and reactions are included in this collection. (Cp)
Careers and family : sex roles and adolescent life plans by Carol K Tittle( Book )

8 editions published between 1972 and 1981 in English and held by 394 WorldCat member libraries worldwide

Handbook of vocational education evaluation by Theodore Abramson( Book )

4 editions published in 1979 in English and held by 344 WorldCat member libraries worldwide

Returning women students in higher education : defining policy issues by Carol K Tittle( Book )

4 editions published in 1980 in English and held by 326 WorldCat member libraries worldwide

Student teaching: attitude and research bases for change in school and university by Carol K Tittle( Book )

7 editions published in 1974 in English and held by 323 WorldCat member libraries worldwide

This book emphasizes the attitudes that will affect and become the basis for change, as well as the sources and directions for change which are provided through research. Part one, "Attitude Bases," discusses aspects of pressures for change and attitudes toward change. Also a summary and some implications are presented. Part two, "Research Bases," reviews selected research studies on practical experiences in teacher education and attempts to identify those studies that seem to present trends. Also, some of the conceptualizations that underlie the problem of developing criteria for studies on the effectiveness of teachers and teacher training are summarized. This section concludes with a 79-page annotated bibliography including eric and other abstracts. Eight appendixes conclude this book, including information regarding description of respondents, practical experiences of student teachers, ranking and rating of objectives, ratings of benefits of student teaching, ratings of difficulties of student teaching, ratings of change, percentages of each group selecting structural changes, and best and worst experiences in student teaching. (Pd)
Sex-fair interest measurement : research and implications by National Institute of Education (U.S.)( Book )

7 editions published between 1978 and 1981 in English and held by 240 WorldCat member libraries worldwide

This book of readings for counselors, researchers, faculty, graduate students, and policy-makers provides information regarding issues on sex fairness and sex bias in occupational interest measurement. The papers are presented in three sections, with each section prefaced by introductory comments by the editors. The first section, an introduction, contains two papers, Issues of Sex Bias and Sex-Fairness in Career Interest Measurement: Background and Current Status. The next section, on research on sex-fairness of interest inventories, presents studies grouped according to the type of scale construction method used: (1) homogenous scales, (2) occupational scales, and (3) interests of special groups. Some representative titles included under each of these three groupings are, respectively, as follow: (1) Neutralizing Sexist Titles in Holland's Self Directed Search: What Difference Does It Make?, And Validity of Sex Balanced Interest Scales; (2) Strong Vocational Interest Blank: One Form or Two?, And Validity Generalization of the Men's Form of the Strong Vocational Interest Blank with Academically Able Women; and (3) Of Measuring the Vocational Interests of Women. The last section, on implications of recent developments, contains two papers: Implications of Recent Developments for Research in Career Interest Measurement, and Selection and Use of Career Interest Inventories. Appended materials include nie guidelines for assessing sex bias and fairness in career interest inventories, and illustration and interpretation of those guidelines. (Em)
Women and educational testing; a selective review of the research literature and testing practices by Carol K Tittle( Book )

5 editions published in 1974 in English and held by 159 WorldCat member libraries worldwide

This report provides an exploratory survey of several aspects of educational testing, with a view toward identifying discrimination against women. Two major ways in which discrimination can occur are examined in educational testing: reinforcement of sex-role stereotypes and restriction of individual choice. Major educational achievement tests are analyzed for sex-role stereotypes and bias in language usage. Research studies of item bias and test bias in the college prediction setting are summarized. Several textbooks are examined for discussions of test bias. Two of the major occupational/vocational interest inventories are examined, as well as studies related to their use with women. The results of the study of language usage in educational achievement tests show that tests are selectively biased in content against women. This was measured by the ratio of male noun and pronoun referents to female noun and pronoun referents. Other findings consist of numerous examples of sex-role stereotypes in educational achievement tests, and the restriction of choices for individual women on occupational interest inventories. Among suggestions for future research studies are systematic examination of item bias for women as a group, and routine analysis of college prediction studies separately for women and men. (Author)
Assessing attainment by Carol K Tittle( Book )

6 editions published between 1976 and 1977 in English and held by 52 WorldCat member libraries worldwide

Sex bias in testing : a review with policy recommendations by Carol K Tittle( Book )

7 editions published between 1978 and 1982 in English and held by 43 WorldCat member libraries worldwide

Educational achievement tests, career interest inventories, and aptitude tests are reviewed for examples of sex bias, and changes in policy concerning the use of these tests are suggested. These suggestions are within the authority and responsibility of local and state educational administrators, teachers, counselors, parents, and students. The author concludes that guidelines concerning the review, selection, use, and interpretation of tests are especially needed for policy makers, since educational tests are neither inherently sex fair nor sex biased. Sources of guidelines for evaluating the fairness and the use of a test are discussed, as well as general professional standards for test construction. A number of examples from actual test items illustrate cases of bias against females--in achievement tests, male characters are mentioned more often and in more active roles; career interest inventories have separate male and female scales and norms, resulting in disproportionate counseling about career options; and aptitude tests may be written and interpreted according to sex role stereotypes. More stringent guidelines for test selection are strongly recommended whenever selection tests result in adverse impact. A bibliography is appended. (Author/GDC)
What to do about sex bias in testing by Carol K Tittle( Book )

4 editions published in 1979 in English and held by 13 WorldCat member libraries worldwide

Guidelines are proposed for reviewing career interest tests, aptitude tests, and achievement tests for sex bias in violation of Title ix of the Education Amendments 1972. To review the tests, several recommendations are made: analyze the test; review the technical manuals and interpretive information; examine and classify test items, reading passages, and illustrations; and review the interpretation of sex differences in performance. School personnel are also given suggestions on activities to undertake if tests are not sex fair: communicate test limitations to students; provide a full range of career choices; support counseling and career education programs; use a different test; inform the publisher of needed revisions; reduce harmful test effects through in-service programs or additional interpretive materials; and assist teachers in constructing sex-fair locally produced tests. (Mh)
Student teaching at the City University of New York : report of a survey of objectives, benefits, difficulties, and changes by Carol K Tittle( Book )

1 edition published in 1970 in English and held by 4 WorldCat member libraries worldwide

Assessment for Teachers and Learners by Carol K Tittle( Book )

1 edition published in 1992 in English and held by 2 WorldCat member libraries worldwide

In the field of educational assessment, many changes are going on that are designed to make measurement or assessment meaningful to both teachers and learners. Conditions that support assessment development and research are identified. The need for developing assessments for teachers and learners is being supported by research on unintended effects of testing programs, changing theoretical underpinnings of assessment, and the independence of test development from educational practice. An example of assessment development for teachers and learners is the Mathematics Assessment Questionnaire (MAQ), a survey of thoughts and feelings in the mathematics classroom for grades 7 through 9. The questionnaire provides insight into the meanings that students construct from assessment. Technology can help the teacher construct meaning from the assessment, as the research of the author and colleagues into the use of the MAQ illustrates. Conditions that support assessment development and research in New York communities include: (1) new organizational arrangements to foster the integration of theory and practice; (2) studies that make explicit use of theories of teaching and learning; and (3) development of procedures to extend and adapt existing assessment development procedures. Eight tables summarize points in the discussion. (SLD)
Assessment Research in the Context of Practice by Carol K Tittle( Book )

1 edition published in 1992 in English and held by 2 WorldCat member libraries worldwide

Commemorating the work of Anne Cleary, the author considers the need for research on assessment in the practice context, provides an example of research in context, and proposes general areas of development for assessment research in the context of practice. Research has shown that effects of testing programs on practice are often not those that were intended. In addition, assessments are becoming more complex. These factors and the historical independence of test developers and measurement practitioners from educational practitioners make research in the context of educational practice extremely important. The development of the Mathematics Assessment Questionnaire (MAQ), a survey of students' thoughts and feelings about learning and doing mathematical word problems in classroom activity settings, illustrates research in the context of practice. A framework has been developed to describe teacher change using the MAQ assessment. Research in the context of practice will necessarily link more closely to research on teaching and learning in subject matter areas. To foster this integration, examples are needed of new organizational arrangements and research that makes explicit use of theories of teaching and learning. New procedures to extend and adapt assessment development are needed, as are criteria for evaluating the meaning and use of assessments in context. One table and one figure illustrate the discussion. (SLD)
Assessment and context : the case for assessing the environment as well as teacher competency by Carol K Tittle( Book )

2 editions published in 1973 in English and held by 2 WorldCat member libraries worldwide

A Technology-Based Innovation To Facilitate Teacher Access to and Use of Assessments of JHS Students' Self-Regulatory, Affective and Motivational Beliefs about Mathematics by Carol K Tittle( Book )

1 edition published in 1992 in English and held by 2 WorldCat member libraries worldwide

The development of the Mathematics Assessment Questionnaire (MAQ), a survey of thoughts and feelings, for students in grades 7 through 9 is described. The adaptation of the MAQ to an on-line, computer-based administration is also described. This adaptation included the development of a teacher program disk to facilitate teacher access to student responses. The developmental work that led to the computer version of the MAQ included: (1) a feasibility study in 1986-87 that included reviews by experienced mathematics teachers; (2) small-scale studies (1987-88) of the meaningfulness of the metacognitive statements for students and teachers and the type of problem best suited for these statements; (3) a pilot study (spring, 1988) of 300 paper-and-pencil items administered to 1,500 students in New York City public schools; and (4) a large-scale study (fall 1988) involving the administration of 162 paper-and-pencil items to 1,737 students in New York City public schools. The development process indicated that the use of technology for a classroom-level assessment tool has broadened the assessment process for students and added direct communication through notes to teachers. The use of this technology has increased teacher flexible access to information and has encouraged teachers to examine the information from different perspectives. Five tables and six figures illustrate the development process and student beliefs and responses. (SLD)
Student Teaching by Carol K Tittle( Book )

1 edition published in 1974 in Undetermined and held by 2 WorldCat member libraries worldwide

Affective and Motivational Characteristics of 60 Urban JHS Math Classrooms : a Class-Level Analysis of Student Beliefs in Three Instructional Activity Settings by Deborah Hecht( Book )

1 edition published in 1992 in English and held by 2 WorldCat member libraries worldwide

This study is an exploratory analysis of class-level data concerning junior high school (JHS) students' affective and motivational beliefs. It examines class-level information on selected psychological characteristics that students, who read at the fifth-grade level, bring to learning mathematics and that teachers encounter during instruction. Focus is on the variability among 60 classes on 7 affective and motivational indicators and determining whether teachers encounter different psychological characteristics of a class across classes of different mathematical achievement levels and in the same class across different activity settings. Study data are from the fall 1988 administration of the Mathematics Assessment Questionnaire (MAQ) to 1,737 students in 7th- through 9th-grade mathematics classes at 8 junior and senior public high schools in New York City. Students' responses to four affective beliefs (value, interest, confidence, and anxiety), two motivations (internal learning goals and external performance goals), and one attribution (unknown control) are examined. Differences among classes and among activity settings are found. This study highlights to the wide differences among mathematics classrooms in the psychological environment for learners and teachers, and provides an exploratory analysis of differences that may characterize urban mathematics classrooms on several important belief areas related to mathematics learning. Included are 1 table, 12 bar graphs, and an illustration of study calculations. (RLC)
Home-career conflict reduction revisited : the effect of experimental directions on KOIS scores for women by Carol K Tittle( )

1 edition published in 1976 in English and held by 1 WorldCat member library worldwide

Teacher Focus, Beliefs, and Interpretations of Students' Mathematical Dispositions: Content Analysis of Think-Aloud Protocols Based on a Classroom Assessment by Carol K Tittle( Book )

1 edition published in 1996 in English and held by 1 WorldCat member library worldwide

A content analysis was conducted of think-aloud protocols of a teacher who used the Mathematics Assessment Questionnaire (maq) to explore the mathematical dispositions of her students. The teacher used the maq four times over a 2-year period with geometry students at various levels. On the first occasion, the teacher used a direct instruction model, but she changed to an alternate self-regulatory model based on a student-centered classroom for the other three classes. In addition, a nonroutine geometry problem was used for the last two administrations. After each use of the questionnaire, the teacher talked aloud to researchers while reviewing the student responses. Levels of teacher understanding of student thoughts and feelings about mathematics word problems were coded according to the usually identified levels of understanding and to the types of explanation the teacher used. The case study thus provided the opportunity to explore the teacher's thoughts about her students' responses, particularly in the situation in which her new teaching approach and new type of problem were not well understood by students. The use of types of explanation categories allowed distinctions to be made among the think-aloud episodes that were more refined than those permitted by level or content focus categories alone. (Contains 4 figures and 22 references.) (Sld)
Exploration Validity in Interest Measurement by Carol K Tittle( Book )

1 edition published in 1979 in English and held by 1 WorldCat member library worldwide

This overview of women in the work force indicates the need for increased attention to the career development of women and their attainment of equal status in the world of occupations and work. Continuing occupational segregation and salary differentials, sociological analysis of the male bias in occupational status analyses, psychological evidence on barriers for women, and limited relationships between expressed and inventoried interest, all argue for a focus on exploration validity rather than predictive validity for interest inventories. Further, this focus views interest inventories as part of an intervention (treatment), and suggests additional criteria for studies of the effects of interventions. Recent studies of effects and the criteria used in them are reviewed. Additional criteria are needed to provide for the articulation of educational, occupational, marriage, parenthood and homemaker roles. (Author/MH)
 
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Alternative Names
C. K. T 1933-

Kehr Tittle, Carol

Kehr Tittle, Carol 1933-

Tittle, C. K. 1933-

Tittle, C. K. (Carol Kehr), 1933-

Tittle, Carol Kehr 1933-

Languages
English (71)