Larry H Ludlow
Biographic Data
| ID | 119249 |
|---|---|
| NAME | Larry H Ludlow |
| GIVEN NAMES | Larry H |
| FAMILY NAME | Ludlow |
| SIGNATURE | LUDLOW L H |
| AFFILIATIONS | Boston College |
| ORCID | 0000-0002-0769-5576 |
| VERIFIED | Yes |
| TOTAL WORKS | 35 |
| TOTAL CITATIONS | 560 |
| AUTHOR COUNT | 35 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1981 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 6 |
One Classroom, Multiple Paths
This study examines behavioral predictors of academic success among seventh graders enrolled in the Russian School of Mathematics, a rigorous extracurricular mathematics program. Using a comprehensive set of engagement and homework indicators available for the online portion of our classes, multiple regression models were applied to explore how persistence, time management, and participation predicted performance across three curriculum levels, n…
Understanding Fourth-Grade Student Achievement Using Process Data from Student’s Web-Based/Online Math Homework Exercises
Understanding how students’ online homework behaviors relate to their academic success is increasingly important, especially in elementary education where such research is still emerging. In this study, we examined three years of online homework data from fourth-grade students enrolled in an after-school math program. Our goal was to see whether certain behaviors—like how soon students started their homework, how many times they tried to solve pr…
A Reframing of Meaning-Making and Its Measurement Among Emerging Adults
This paper presents the theoretical and methodological foundations of Living a Life of Meaning and Purpose-C (LAMP-C), a novel quantitative instrument designed to assess meaning-making capacity among emerging adults to be used as part of a battery of assessments for religiosity. Drawing on Constructive-Developmental Theory (CDT) as articulated by Robert Kegan, Sharon Daloz Parks, and Marcia Baxter Magolda, LAMP-C operationalizes complex developme…
Measuring the complexity of teaching practice for equity
Enhancement and Validation of the Productive Engagement Portfolio–Scenario (PEP–S8) Scales
Supporting continued involvement of older adults in productive activities is beneficial to individuals and society-at-large. Meaningful measurement of quality engagement in such activities is therefore essential. This article describes revisions to and validation of the Productive Engagement Portfolio–Scenario (PEP–S8) Scales, employing Rasch measurement, Guttman facet theory, and sentence mapping procedures
Initial teacher education
Operationalizing Levels of Academic Mastery Based on Vygotsky’s Theory
The present study tested the possibility of operationalizing levels of knowledge acquisition based on Vygotsky’s theory of cognitive growth. An assessment tool (SAM-Math) was developed to capture a hypothesized hierarchical structure of mathematical knowledge consisting of procedural, conceptual, and functional levels. In Study 1, SAM-Math was administered to 4th-grade students ( N = 2,216). The results of Rasch analysis indicated that the test p…
The Challenge and Promise of Complexity Theory for Teacher Education Research
Background/Context In many countries, there are multiple studies intended to improve initial teacher education. These have generally focused on pieces of teacher education rather than wholes, and have used an underlying linear logic. It may be, however, that what is needed are new research questions and theoretical frameworks that account for wholes, not just parts, and take complex, rather than reductionist perspectives. Purpose This article exa…
Measuring Engagement in Later Life Activities
The development of Rasch-based "comparative engagement scenarios" based on Guttman's facet theory and sentence mapping procedures is described. The scenario scales measuring engagement in work, caregiving, informal helping, and volunteering illuminate the lived experiences of role involvement among older adults and offer multiple advantages over typical Likert-based scales.Keywordsengagement measurementRasch modelsscenario developmentfacet theory…
The Meaning and Measurement of Productive Engagement in Later Life
Development and Validation of the Survey of Knowledge of Internet Risk and Internet Behavior
The development of the Survey of Knowledge of Internet Risk and Internet Behavior is described. A total of 1,366 Grades 7 and 8 male and female students from an urban, suburban, and rural school offered agree—disagree responses to 26 statements defining one Knowledge Scale and five behavior dimensions. Literature-based support is presented for content validity. Construct validity support for the hypothesized dimensions is provided through Rasch m…
What makes teachers tick? Sustaining events in new teachers’ lives
To investigate what keeps teachers motivated on a day‐to‐day basis, we traced the importance of routinely encountered affective episodes . Significant research on emotions already highlights the relative importance of positive versus negative episodes, the importance of perceived origins of events and the need to differentiate between the frequency and affective intensity of episodes. Survey reports from 749 recently qualified primary teachers in…
Examination of the Psychometric Properties of the Measurement Skills Assessment
This article introduces the Measurement Skills Assessment (MeSA), which was designed to evaluate the mastery of measurement in elementary school students. The primary objectives for the MeSA include covering a broad range of measurement concepts, distinguishing between major subtypes of measurement, and constructing a continuum of items varying in complexity. This article investigates the psychometric properties of scores from this new test. A se…
Replenishing a computerized adaptive test of patient-reported daily activity functioning
Learning to Teach for Social Justice
This article speaks to two current trends in teacher education—the press to assess teacher education in terms of measurable outcomes, on one hand, and the growing emphasis on social justice as a theme of teacher education, on the other. The article begins with a discussion of the concept of teacher education for social justice. Then, using Rasch Item Response Theory techniques and analyses, the article shows that certain aspects of the complex co…
Learning to Teach for Social Justice-Beliefs Scale
The authors illustrate how a Rasch model can guide the development of a new affective measurement instrument—the Learning to Teach for Social Justice—Beliefs scale. The results provide strong evidence of a meaningful continuum of altitudes about teaching for social justice ranging from those easier to endorse to those more difficult to endorse. Additional informationNotes on contributorsLarry H. LudlowLarry H. Ludlow and Sarah E. Enterline, Depar…
Development of the Conformity to Feminine Norms Inventory
Activity Outcome Measurement for Postacute Care
BACKGROUND: Efforts to evaluate the effectiveness of a broad range of postacute care services have been hindered by the lack of conceptually sound and comprehensive measures of outcomes. It is critical to determine a common underlying structure before employing current methods of item equating across outcome instruments for future item banking and computer-adaptive testing applications. OBJECTIVE: To investigate the factor structure, reliability,…
Refining the Conceptual Basis for Rehabilitation Outcome Measurement
BACKGROUND: Rehabilitation outcome measures routinely include content on performance of daily activities; however, the conceptual basis for item selection is rarely specified. These instruments differ significantly in format, number, and specificity of daily activity items and in the measurement dimensions and type of scale used to specify levels of performance. We propose that a requirement for upper limb and hand skills underlies many activitie…
Development of the Conformity to Masculine Norms Inventory
This article describes the construction of the Conformity to Masculine Norms Inventory (CMNI), and 5 studies that examined its psychometric properties. Factor analysis indicated 11 distinct factors: Winning, Emotional Control, Risk-Taking, Violence, Dominance, Playboy, Self-Reliance, Primacy of Work, Power Over Women, Disdain for Homosexuals, and Pursuit of Status. Results from Studies 2-5 indicated that the CMNI had strong internal consistency e…
Scoring Omitted and Not-Reached Items
Missing data occur for a variety of reasons. Particularly problematic are those items anindividual skipped or could not reach in time. This article focuses on the practical effectsof using different statistical treatments with omitted and not-reached items in an itemresponse theory application. The particular strategy that is selected for scoring suchitems has a considerable impact on the interpretation of results. This impact is evident foreithe…
Factor Structure of the School Function Assessment
The School Function Assessment (SFA) was developed to provide information on students’ abilities to meet functional demands of the elementary school program. This judgment-based, criterion-referenced assessment supports a comprehensive, detailed examination of the extent to which students with a variety of disabilities are performing important school-related functional tasks and activities such as moving around the school, using classroom materia…
The Structure of the Job Responsibilities Scale
The purpose of the present study was to investigate the psychometric characteristics of the Job Responsibilities Scale (JRS). This article illustrates how factor analysis, cluster analysis, multidimensional scaling, and item response theory may be viewed as related data analyses, each capable of shedding insight into the structural dynamics of items designed to function as a measurement scale. Results of the analyses show that (a) the JRS measure…
Scale Invariance from a Three-Dimensional Graphical Perspective
This article reports on one aspect of a multifaceted inquiry into the attitudes and anxieties prospective elementary school teachers may have toward teaching mathematics. At the beginning, midterm, and end of one semester, student teachers were asked to respond to an Attitudes Towards Mathematics and Its Teaching (ATMAT) Scale. The Rasch model of item-response theory was employed to estimate the difficulty level of the ATMAT items at the three di…
Psychometric Characteristics of the Atiitudes toward Mathematics and its Teaching (Atmat) Scale
This article reports on one aspect of a multifaceted inquiry into the attitudes and anxieties that prospective elmentary teachers may have toward teaching mathematics. At the beginning, midterm, and end of one semester, students were asked to respond to an Attitudes Towards Mathematics and its Teaching (ATMAT) scale. The students were from two sections taught by the same instructor. One important aspect of this attitude scale was that it was used…
Development of the Conformity to Masculine Norms Inventory
This article describes the construction of the Conformity to Masculine Norms Inventory (CMNI), and 5 studies that examined its psychometric properties. Factor analysis indicated 11 distinct factors: Winning, Emotional Control, Risk-Taking, Violence, Dominance, Playboy, Self-Reliance, Primacy of Work, Power Over Women, Disdain for Homosexuals, and Pursuit of Status. Results from Studies 2-5 indicated that the CMNI had strong internal consistency e…
Development of the Conformity to Feminine Norms Inventory
Initial teacher education
Learning to Teach for Social Justice-Beliefs Scale
The authors illustrate how a Rasch model can guide the development of a new affective measurement instrument—the Learning to Teach for Social Justice—Beliefs scale. The results provide strong evidence of a meaningful continuum of altitudes about teaching for social justice ranging from those easier to endorse to those more difficult to endorse. Additional informationNotes on contributorsLarry H. LudlowLarry H. Ludlow and Sarah E. Enterline, Depar…
Learning to Teach for Social Justice
This article speaks to two current trends in teacher education—the press to assess teacher education in terms of measurable outcomes, on one hand, and the growing emphasis on social justice as a theme of teacher education, on the other. The article begins with a discussion of the concept of teacher education for social justice. Then, using Rasch Item Response Theory techniques and analyses, the article shows that certain aspects of the complex co…
A Taxonomy of Skills in Reading and Interpreting Fiction
The skills in the interpretation of fiction proposed in this paper are defined by seven item types, which can be discriminated from each other and organized taxonomically through logical analysis. This research examines the hierarchical and taxonomic characteristics of item types within four question sets. The question sets, based on four different texts, were administered to between 77 and 127 students each. Responses were scored by independent …
What makes teachers tick? Sustaining events in new teachers’ lives
To investigate what keeps teachers motivated on a day‐to‐day basis, we traced the importance of routinely encountered affective episodes . Significant research on emotions already highlights the relative importance of positive versus negative episodes, the importance of perceived origins of events and the need to differentiate between the frequency and affective intensity of episodes. Survey reports from 749 recently qualified primary teachers in…
The Meaning and Measurement of Productive Engagement in Later Life
A Cross-Cultural Study of Test Anxiety
This study compared seventh- and eighth-grade students' test anxiety across three independent variables: culture, socioeconomic level, and gender. A self-report mea-sure of test anxiety-the Test Anxiety Scale for Children (TASC)-was given to four samples of students: 91 seventh-grade Chicago, Illinois, inner-city students; 103 eighth-graders from an upper-class section of Weston, Massachusetts; 352 seventh-and eighth-graders from a middle-class s…
Measuring the complexity of teaching practice for equity
Enhancement and Validation of the Productive Engagement Portfolio–Scenario (PEP–S8) Scales
Supporting continued involvement of older adults in productive activities is beneficial to individuals and society-at-large. Meaningful measurement of quality engagement in such activities is therefore essential. This article describes revisions to and validation of the Productive Engagement Portfolio–Scenario (PEP–S8) Scales, employing Rasch measurement, Guttman facet theory, and sentence mapping procedures
The alterability and measurement of learning rates
A Taxonomy of Skills in Reading and Interpreting Fiction
The skills in the interpretation of fiction proposed in this paper are defined by seven item types, which can be discriminated from each other and organized taxonomically through logical analysis. This research examines the hierarchical and taxonomic characteristics of item types within four question sets. The question sets, based on four different texts, were administered to between 77 and 127 students each. Responses were scored by independent …
A Strategy for the Graphical Representation of Rasch Model Residuals
When the parameters of item response data are estimated by alatent trait model, some variation will remain unaccounted underthe model. If baseline graphical configurations of the residualvariation can be constructed, measurement irregularities may beexposed. This paper presents an analytic strategy for the graphicalrepresentation and analysis of Rasch model residuals
The Graphical Representation of Quantitative Research Synthesis Residual Variation
In the process of fitting a quantitative synthesis model the assumption of homogeneous effect size variation is typically assessed through omnibus test statistics. Whether individual studies fit the model may be answered by testing the extent to which the sample estimates deviate from the modelled population estimate. It is proposed that graphical representations may facilitate the analysis of effect size residual variation. This strategy is appl…
A Cross-Cultural Study of Test Anxiety
This study compared seventh- and eighth-grade students' test anxiety across three independent variables: culture, socioeconomic level, and gender. A self-report mea-sure of test anxiety-the Test Anxiety Scale for Children (TASC)-was given to four samples of students: 91 seventh-grade Chicago, Illinois, inner-city students; 103 eighth-graders from an upper-class section of Weston, Massachusetts; 352 seventh-and eighth-graders from a middle-class s…
The Family Map
Family systems theory offers an explanation of how families interact and develop. A statistical representation of such interactions has been problematic. The present study proposes that "family maps," defined through role-playing and multidimensional scaling analysis, offer a diagnostic means of understanding current and hypothetical familial interactions. Empirical experimental data illustrate the utility of this methodology
The Use of Classical and Rasch Latent Trait Models to Enhance the Validity of Affective Measures
The purpose of this study was to compare the utility of the information yielded by the classical and latent trait psychometric models employed to examine the psychometric qualities of the School Situation Survey (SSS) (Helms and Gable, 1989), a 34-item attitude scale that assesses four sources and three manifestations of school-related stress. The first analysis employed classical principal component analyses followed by oblique rotations and was…
The Test Anxiety Scale for Children as a Generalized Measure of Academic Anxiety
The Test Anxiety Scale for Children (TASC) was developed to serve as a paper and pencil self-report assessment of test anxiety. Numerous studies have factor analyzed the TASC and the results have suggested that the TASC has a four-factor structure. The present study conducted a factor analysis and a Rasch model item response theory (IRT) analysis. The factor solution is consistent with previously reported results. The IRT analysis provides eviden…
Rasch Model Logits
This article presents (a) a nontechnical explanation of Rasch model "logit" estimates of pediatric functional ability, (b) an illustration of two alternative transformations of logit estimates of functional ability, and (c) a pragmatic solution to the problem of obtaining a functional ability estimate for a zero or perfect performance score. An explanation of logits is offered because their presentation to practitioners in the clinic is often com…
Psychometric Characteristics of the Atiitudes toward Mathematics and its Teaching (Atmat) Scale
This article reports on one aspect of a multifaceted inquiry into the attitudes and anxieties that prospective elmentary teachers may have toward teaching mathematics. At the beginning, midterm, and end of one semester, students were asked to respond to an Attitudes Towards Mathematics and its Teaching (ATMAT) scale. The students were from two sections taught by the same instructor. One important aspect of this attitude scale was that it was used…
Effect of Context in Rating of Mobility Activities in Children with Disabilities
The purpose of this article is to examine the extent to which environmental context influences the functional performance (caregiver assistance) ratings of children with severe disabilities. Specifically, we investigated differences in the ratings of functional performance when children were rated by their parents at home and by school rehabilitation personnel when reporting on the same children functioning in an educational setting. We examined …
Scale Invariance from a Three-Dimensional Graphical Perspective
This article reports on one aspect of a multifaceted inquiry into the attitudes and anxieties prospective elementary school teachers may have toward teaching mathematics. At the beginning, midterm, and end of one semester, student teachers were asked to respond to an Attitudes Towards Mathematics and Its Teaching (ATMAT) Scale. The Rasch model of item-response theory was employed to estimate the difficulty level of the ATMAT items at the three di…
Scoring Omitted and Not-Reached Items
Missing data occur for a variety of reasons. Particularly problematic are those items anindividual skipped or could not reach in time. This article focuses on the practical effectsof using different statistical treatments with omitted and not-reached items in an itemresponse theory application. The particular strategy that is selected for scoring suchitems has a considerable impact on the interpretation of results. This impact is evident foreithe…
Factor Structure of the School Function Assessment
The School Function Assessment (SFA) was developed to provide information on students’ abilities to meet functional demands of the elementary school program. This judgment-based, criterion-referenced assessment supports a comprehensive, detailed examination of the extent to which students with a variety of disabilities are performing important school-related functional tasks and activities such as moving around the school, using classroom materia…
The Structure of the Job Responsibilities Scale
The purpose of the present study was to investigate the psychometric characteristics of the Job Responsibilities Scale (JRS). This article illustrates how factor analysis, cluster analysis, multidimensional scaling, and item response theory may be viewed as related data analyses, each capable of shedding insight into the structural dynamics of items designed to function as a measurement scale. Results of the analyses show that (a) the JRS measure…
Development of the Conformity to Masculine Norms Inventory
This article describes the construction of the Conformity to Masculine Norms Inventory (CMNI), and 5 studies that examined its psychometric properties. Factor analysis indicated 11 distinct factors: Winning, Emotional Control, Risk-Taking, Violence, Dominance, Playboy, Self-Reliance, Primacy of Work, Power Over Women, Disdain for Homosexuals, and Pursuit of Status. Results from Studies 2-5 indicated that the CMNI had strong internal consistency e…
Activity Outcome Measurement for Postacute Care
BACKGROUND: Efforts to evaluate the effectiveness of a broad range of postacute care services have been hindered by the lack of conceptually sound and comprehensive measures of outcomes. It is critical to determine a common underlying structure before employing current methods of item equating across outcome instruments for future item banking and computer-adaptive testing applications. OBJECTIVE: To investigate the factor structure, reliability,…
Refining the Conceptual Basis for Rehabilitation Outcome Measurement
BACKGROUND: Rehabilitation outcome measures routinely include content on performance of daily activities; however, the conceptual basis for item selection is rarely specified. These instruments differ significantly in format, number, and specificity of daily activity items and in the measurement dimensions and type of scale used to specify levels of performance. We propose that a requirement for upper limb and hand skills underlies many activitie…
Development of the Conformity to Feminine Norms Inventory
Learning to Teach for Social Justice
This article speaks to two current trends in teacher education—the press to assess teacher education in terms of measurable outcomes, on one hand, and the growing emphasis on social justice as a theme of teacher education, on the other. The article begins with a discussion of the concept of teacher education for social justice. Then, using Rasch Item Response Theory techniques and analyses, the article shows that certain aspects of the complex co…
Learning to Teach for Social Justice-Beliefs Scale
The authors illustrate how a Rasch model can guide the development of a new affective measurement instrument—the Learning to Teach for Social Justice—Beliefs scale. The results provide strong evidence of a meaningful continuum of altitudes about teaching for social justice ranging from those easier to endorse to those more difficult to endorse. Additional informationNotes on contributorsLarry H. LudlowLarry H. Ludlow and Sarah E. Enterline, Depar…
Examination of the Psychometric Properties of the Measurement Skills Assessment
This article introduces the Measurement Skills Assessment (MeSA), which was designed to evaluate the mastery of measurement in elementary school students. The primary objectives for the MeSA include covering a broad range of measurement concepts, distinguishing between major subtypes of measurement, and constructing a continuum of items varying in complexity. This article investigates the psychometric properties of scores from this new test. A se…
Replenishing a computerized adaptive test of patient-reported daily activity functioning
What makes teachers tick? Sustaining events in new teachers’ lives
To investigate what keeps teachers motivated on a day‐to‐day basis, we traced the importance of routinely encountered affective episodes . Significant research on emotions already highlights the relative importance of positive versus negative episodes, the importance of perceived origins of events and the need to differentiate between the frequency and affective intensity of episodes. Survey reports from 749 recently qualified primary teachers in…
Development and Validation of the Survey of Knowledge of Internet Risk and Internet Behavior
The development of the Survey of Knowledge of Internet Risk and Internet Behavior is described. A total of 1,366 Grades 7 and 8 male and female students from an urban, suburban, and rural school offered agree—disagree responses to 26 statements defining one Knowledge Scale and five behavior dimensions. Literature-based support is presented for content validity. Construct validity support for the hypothesized dimensions is provided through Rasch m…
Psychology (28 works) · Developmental psychology (18 works) · Psychometrics (17 works) · Rasch model (17 works) · Computer Science (16 works) · Item response theory (14 works) · Mathematics (13 works) · Social Psychology (12 works) · Mathematics education (11 works) · Applied Psychology (9 works)