Gary M. Ingersoll’s research while affiliated with Indiana University Bloomington and other places

The purpose of this article is to provide researchers, editors, and readers with a set of guidelines for what to expect in an article using logistic regression techniques. Tables, figures, and charts that should be included to comprehensively assess the results and assumptions to be verified are discussed. This article demonstrates the preferred pattern for the application of logistic methods with an illustration of logistic regression applied to a data set in testing a research hypothesis. Recommendations are also offered for appropriate reporting formats of logistic regression results and the minimum observation-to-predictor ratio. The authors evaluated the use and interpretation of logistic regression presented in 8 articles published in The Journal of Educational Research between 1990 and 2000. They found that all 8 studies met or exceeded recommended criteria.

The intent of this project was to develop a screening instrument to assess preservice teacher education candidates' and induction year teachers' self-perceived knowledge and abilities corresponding roughly to the INTASC principles. Initially, competencies were addressed in light of opportunities to learn, practice, and demonstrate. The initial instruments proved cumbersome and unproductive. The instrument was simplified to request a candidate's self-perception of her/his abilities among 24 competencies. Those individual competencies combined into four generic competencies labeled as teaching skills, classroom management skills, knowledge of children, and technology skills. Analysis of the scales yielded satisfactory psychometric properties. Mean scores on each scale were lowest among those who were least likely to enter the teaching profession.