Anthony D Albano
Biographic Data
| ID | 1606323 |
|---|---|
| NAME | Anthony D Albano |
| GIVEN NAMES | Anthony D |
| FAMILY NAME | Albano |
| SIGNATURE | ALBANO A D |
| AFFILIATIONS | University of California, Davis |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 9 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Using Partner Interviews to Support Language and Mathematics Development for Elementary Multilingual Learners
While peer-to-peer conversations can be beneficial for children’s linguistic and mathematical development, the specific conditions needed to support optimal conversations remain elusive. As part of a larger project to infuse peer-to-peer interactions into mathematics instruction for multilingual students, 8- to 11-year-old children in the U.S. were videotaped by their teachers interviewing one another about their solution strategies to equal shar…
Contextual Interference Effects in Early Assessment: Evaluating the Psychometric Benefits of Item Interleaving
Research has shown that the context of practice tasks can have a significant impact on learning, with long-term retention and transfer improving when tasks of different types are mixed by interleaving (abcabcabc) compared with grouping together in blocks (aaabbbccc). This study examines the influence of context via interleaving from a psychometric perspective, using educational assessments designed for early childhood. An alphabet knowledge measu…
Connecting Teacher Professional Development and Student Mathematics Achievement: A 4-Year Study of an Elementary Mathematics Specialist Program
The present study investigated the effects of Primarily Math, an inservice elementary mathematics specialist program. Primarily Math sought to augment the mathematical knowledge for teaching of kindergarten through third-grade teachers using a longitudinal multiple cohort design. Two sets of analyses were conducted. The first examined impact on teachers' mathematical knowledge for teaching, attitudes toward learning mathematics, and beliefs about…
Examining Differential Math Performance by Gender and Opportunity to Learn
Although a substantial amount of research has been conducted on differential item functioning in testing, studies have focused on detecting differential item functioning rather than on explaining how or why it may occur. Some recent work has explored sources of differential functioning using explanatory and multilevel item response models. This study uses hierarchical generalized linear modeling to examine differential performance due to gender a…
Nominal Weights Mean Equating: A Method for Very Small Samples
The authors introduced nominal weights mean equating, a simplified version of Tucker equating, as an alternative for dealing with very small samples. The authors then conducted three simulation studies to compare nominal weights mean equating to six other equating methods under the nonequivalent groups anchor test design with sample sizes of 20, 50, and 80 examinees. Results showed that nominal weights mean equating was generally the most effecti…
Italian Preschoolers' Peer‐status Linkages with Sociability and Subtypes of Aggression and Victimization
Little is known about the behavior of preschool children belonging to peer sociometric status groups (popular, average, rejected, neglected, and controversial) in cultural contexts outside North America. This study examined the social interactions of Italian preschoolers. The sample consisted of 266 Italian preschoolers (mean age of 64 months). Physical and relational subtypes of aggression and victimization, as well as sociable behavior, were me…
Italian Preschoolers' Peer‐status Linkages with Sociability and Subtypes of Aggression and Victimization
Little is known about the behavior of preschool children belonging to peer sociometric status groups (popular, average, rejected, neglected, and controversial) in cultural contexts outside North America. This study examined the social interactions of Italian preschoolers. The sample consisted of 266 Italian preschoolers (mean age of 64 months). Physical and relational subtypes of aggression and victimization, as well as sociable behavior, were me…
Connecting Teacher Professional Development and Student Mathematics Achievement: A 4-Year Study of an Elementary Mathematics Specialist Program
The present study investigated the effects of Primarily Math, an inservice elementary mathematics specialist program. Primarily Math sought to augment the mathematical knowledge for teaching of kindergarten through third-grade teachers using a longitudinal multiple cohort design. Two sets of analyses were conducted. The first examined impact on teachers' mathematical knowledge for teaching, attitudes toward learning mathematics, and beliefs about…
Italian Preschoolers' Peer‐status Linkages with Sociability and Subtypes of Aggression and Victimization
Little is known about the behavior of preschool children belonging to peer sociometric status groups (popular, average, rejected, neglected, and controversial) in cultural contexts outside North America. This study examined the social interactions of Italian preschoolers. The sample consisted of 266 Italian preschoolers (mean age of 64 months). Physical and relational subtypes of aggression and victimization, as well as sociable behavior, were me…
Nominal Weights Mean Equating: A Method for Very Small Samples
The authors introduced nominal weights mean equating, a simplified version of Tucker equating, as an alternative for dealing with very small samples. The authors then conducted three simulation studies to compare nominal weights mean equating to six other equating methods under the nonequivalent groups anchor test design with sample sizes of 20, 50, and 80 examinees. Results showed that nominal weights mean equating was generally the most effecti…
Examining Differential Math Performance by Gender and Opportunity to Learn
Although a substantial amount of research has been conducted on differential item functioning in testing, studies have focused on detecting differential item functioning rather than on explaining how or why it may occur. Some recent work has explored sources of differential functioning using explanatory and multilevel item response models. This study uses hierarchical generalized linear modeling to examine differential performance due to gender a…
Connecting Teacher Professional Development and Student Mathematics Achievement: A 4-Year Study of an Elementary Mathematics Specialist Program
The present study investigated the effects of Primarily Math, an inservice elementary mathematics specialist program. Primarily Math sought to augment the mathematical knowledge for teaching of kindergarten through third-grade teachers using a longitudinal multiple cohort design. Two sets of analyses were conducted. The first examined impact on teachers' mathematical knowledge for teaching, attitudes toward learning mathematics, and beliefs about…
Contextual Interference Effects in Early Assessment: Evaluating the Psychometric Benefits of Item Interleaving
Research has shown that the context of practice tasks can have a significant impact on learning, with long-term retention and transfer improving when tasks of different types are mixed by interleaving (abcabcabc) compared with grouping together in blocks (aaabbbccc). This study examines the influence of context via interleaving from a psychometric perspective, using educational assessments designed for early childhood. An alphabet knowledge measu…
Using Partner Interviews to Support Language and Mathematics Development for Elementary Multilingual Learners
While peer-to-peer conversations can be beneficial for children’s linguistic and mathematical development, the specific conditions needed to support optimal conversations remain elusive. As part of a larger project to infuse peer-to-peer interactions into mathematics instruction for multilingual students, 8- to 11-year-old children in the U.S. were videotaped by their teachers interviewing one another about their solution strategies to equal shar…
Psychology (4 works) · Developmental psychology (2 works) · Mathematics (2 works) · Psychometric Methodologies and Testing (2 works) · Statistics (2 works) · Academic achievement (1 works) · Advanced Statistical Modeling Techniques (1 works) · Aggression (1 works) · Artificial Intelligence (1 works) · Bullying, Victimization, and Aggression (1 works)