Disaggregating Homicide: Changing Trends in Subtypes over Time

Due to the heterogeneity of homicide, certain subtypes of homicide might have remained stable or even increased over time in the overall context of decline. Adding to the research attempting to identify a standardized classification system of homicide, this study used a novel, sophisticated statistical approach (multilevel latent class analysis [MLCA]) and an inductive theoretical stance to identify subtypes of homicide in Scotland and to examine how these types have changed over time. Using variables relating to the victim, offender, and the incident of homicide, four between-level types with three within-level classes of offenders in each type were identified. The findings showed that while all homicide types demonstrated an absolute decrease, domestic homicides had demonstrated a relative increase over time. Implications for policy, theory, and practice are discussed.

A Five Factor Model of Perseverative Thought

Background: Like diagnostic status, clinically-relevant thought remains overwhelmingly conceptualized in terms of discrete categories (e.g., worry; rumination; obsessions). However, definitions can vary widely. The area of perseverative thought (or clinically-relevant thought more broadly) would benefit substantially from a consensus-based, empirically-grounded taxonomy similar to the Hierarchical Taxonomy of Psychopathology (HiTOP; Kotov et al., 2017) or the “Big Five” for personality. This paper addresses three major barriers to establishing such a taxonomy: 1) a lack of research explicitly comparing categorical (subtype) versus dimensional models; 2) primary reliance on between-person measures rather than modeling at the level of the thought (within-person); 3) insufficient emphasis on replication and refinement.Methods: Participants included an unselected crowdsourced sample (790 observations from 286 participants) and an independent anxious-depressed replication sample (808 observations from 277 participants). Participants made dimensional ratings for three idiographic clinically-relevant thoughts on a range of features. Multilevel latent class analysis and multilevel exploratory factor analysis were applied to identify and extract natural patterns of covariation among features at the level of the thought, controlling for person-level tendencies. Results: A consistent five-dimension solution emerged across both samples and reliably outperformed the best-fitting categorical solution in terms of fit, replicability, and explanatory power. Identified dimensions were dyscontrol, self-focus, valence, interpersonal, and uncertainty.Conclusions: Findings support a five-factor latent structure of PT. Theoretical, empirical, and clinical implications and future directions are discussed.

Competence Differences in Literacy, Numeracy, and Problem Solving According to Sex

This study aimed to determine individual- and country-level latent classes in literacy, numeracy and problem-solving competencies of individuals participating in the Programme for the International Assessment of Adult Competencies 2015. Specifically, it sought to distinguish these classes in relation to individuals’ sex and to identify the state of prediction of the determined latent classes by each person’s level of education. The study population consisted of 116,301 adults aged 16 to 65 years in 20 countries. Multilevel latent class analysis was conducted to consider the nested data structure and determine the number of latent classes. According to the results of the multilevel latent class analysis, Turkey and Chile were in the low achievement group in all skills, while Japan was in the most successful group. Moreover, the results revealed that sex and education level had a considerable influence on certain competence levels.

The Moving Missions of Community Colleges: An Examination of Degree-Granting Profiles Over Time

Objective: Despite extensive debate about the curricular mission of community colleges, prior research has not sufficiently analyzed differences in the kinds of degrees (i.e., the field of study and award level) community colleges produce. Therefore, we explore both the fields of study and the levels at which public community colleges grant degrees and analyze how this has changed over time. Method: Multilevel latent class analysis is used here to estimate latent degree-granting profiles, and colleges are allocated into the profiles based on their observed degree-granting behaviors from 1987 to 2012. Results: The analysis shows that public community colleges can be allocated into five distinct degree-granting profiles over the period of study. A small minority of colleges have and continue to engage almost exclusively in a vocational mission. The two degree profiles that increased in prominence over time suggest an overall shift toward the simultaneous pursuit of transfer and vocational missions. However, a majority of colleges (68%) exhibited stable degree-granting behaviors between 1987 and 2012, indicating a relatively high level of stability in degree-granting patterns across community colleges during this period. Contribution: These patterns highlight variation across colleges and both stability and change within institutions over time. This suggests that public community colleges are simultaneously situated in strong institutional and technical environments and, thus, are subject to constraints and incentives that shape not only their stated policies but also their actual degree-granting behaviors.

Is There a Typology of Teacher and Leader Responders to CALL, and Do They Cluster in Different Types of Schools? A Two-Level Latent Class Analysis of CALL Survey Data

Background Across the recent research on school leadership, leadership for learning has emerged as a strong framework for integrating current theories, such as instructional, transformational, and distributed leadership as well as effective human resource practices, instructional evaluation, and resource allocation. Yet, questions remain as to how, and to what extent, teachers and leaders practice the skills and tasks that are known to be associated with effective school leadership, and to what extent do teachers and leaders agree that these practices are taking place in their school. Purpose of the Study We examine these issues through applying a congruency-typology model to the validation sample of the Comprehensive Assessment of Leadership for Learning (CALL), (117 schools across the United States, including 3,367 teachers and their school leaders) to examine the extent to which there may be significantly different subgroups of teacher and leader responders to the survey, how these subgroups may cluster nonrandomly in schools, and to what extent the subgroups of teachers and principals are aligned or not on their perception that the skills and practices of leadership for learning take place in their school. Research Design We used multilevel latent class analysis (LCA) to identify significantly different types of teacher and leader responders to CALL, including a cross-level interaction to examine the extent to which there is a typology model of teacher responders across schools and the extent to which the teacher subgroup responses align with the leader of the school. Findings We find that there are three statistically significant different subgroups of teacher responders to CALL, low (31.4%), moderate (43.3%), and high (25.4%). In addition, these subgroups cluster nonrandomly across three different types of schools: schools with low leadership for learning (40.2%), moderate leadership for learning (47.0%), and the smallest subgroup, schools with high leadership for learning (12.8%). Conclusions Our findings suggest that a congruency-typology model of leadership for learning is useful for understanding the context of practice, as schools may be on a continuum of practice in which there is strong alignment between teacher and leader responder types in the low and high schools—indicating problematic or beneficial contexts—but that leaders in the moderate type may be working to move their school towards instructional improvement through leadership for learning. As a quantitative phenomenology, this study provides a rich contextual analysis of the relationship between teachers and leaders on a multisource feedback survey of leadership for learning in schools.