A Tri-Squared Analysis to Establish the Need for a Statistical Framework for K-20 Faculty as Academic Leaders

James E. Osler II, Philliph M. Mutisya

Department of Curriculum and Instruction, North Carolina Central University, Durham, USA.
Department of Educational Leadership, North Carolina Central University, Durham, USA.

DOI: 10.4236/ce.2013.48A004                

Abstract

This paper provides an in-depth interchange on an innovative statistical model used in a research study. The Tri-Squared Statistic was the novel statistical methodology used in the study to analyze data and determined the validity and reliability of research hypotheses that focus on the need for statistical metrics and methodologies designed to empower faculty in K-20 education as dynamically innovative research scientists who create instruments to validate a variety of ground-breaking and cutting edge solutions that they implement to improve learning. The paper addresses a critical need for innovative research methodology that conducted a research study aimed at verifying the Tri-Squared Test as the ideal statistical framework to empower faculty as leaders in academic research from a holistic problem-solving approach.

Keywords

Academia; Algorithmic; Development; Education; Investigation; Leadership; Problem-Solving; Psychometrics; Research; Statistical Framework; Triangulation; Trichotomy; Tri-Squared Test

Conflicts of Interest

The authors declare no conflicts of interest.

References

[1]	Apostol, T. M. (1967). Calculus, second edition, Volume one: Onevariable calculus, with an introduction to linear algebra. Waltham, MA: Blaisdell.
[2]	Cunningham, G., & Cordeiro, P. A. (2006). Educational leadership: A problem based approach third edition. Boston, MA: Allyn & Bacon.
[3]	Cunningham, G., & Cordeiro, P. A. (2012). Educational leadership: A bridge to improved practice (5th ed.). Boston: Pearson.
[4]	Osler, J. E. (2013). The psychometrics of educational science: Designing trichotomous inventive investigative instruments for qualitative and quantitative for inquiry. Journal on Educational Psychology, 8 15-22.
[5]	Osler, J. E. (2012). Trichotomy-Squared—A novel mixed methods test and research procedure designed to analyze, transform, and compare qualitative and quantitative data for education scientists who are administrators, practitioners, teachers, and technologists. Journal on Mathematics, 1, 23-32.
[6]	Osler, J. E., & Waden, C. (2012). Using innovative technical solutions as an intervention for at risk students: A meta-cognitive statistical analysis to determine the impact of ninth grade freshman academies, centers, and center models upon minority student retention and achievement. Journal on School Educational Technology, 7, 11-23.
[7]	Rust, J., & Golombok, S. (1989). Modern psychometrics: The science of psychological assessment (2nd ed.). Florence, KY: Taylor & Frances/Routledge.
[8]	(2012). Sensagent. http://dictionary.sensagent.com/trichotomy+(mathematics)/en-en/
[9]	Singh, S. (2002). Fermat’s last theorem. Hammersmith, London: Harper Collins Paperback.
[10]	Teo, T. (2005). The critique of psychology: From Kant to postcolonial theory. New York, NY: Springer.