Bruce Thompson
Distinguished Professor of Educational Psychology
and CEHD Distinguished Research Fellow, and
Distinguished Professor of Library Science,
Texas A&M University, and
Adjunct Professor of Allied Health Sciences,
Baylor College of Medicine (Houston), and
Executive Director,
Southwest Educational Research Association

Bruce Thompson
Dept of Educational Psychology
Texas A&M University
College Station, TX 77843-4225
02/18/00                      
10/9/08

Bruce Thompson is (a) a former member of the Council of the American Educational Research
Association (AERA), (b) a former nominee for AERA President, and (c) a former editor of AERJ:TLHD
(as well as 3 other journals, including EPM for 9 years). Bruce is especially known for (a) his work on
effect sizes, and (b) his contributions to creating the LibQUAL+(R) protocol, completed in ~20
language variations by more than 1,200,000 academic research library users at more than
1,100 institutions from around the world.




Hyperlink to:
     The AERA "Standards for Reporting on Empirical Social Science Research
      in AERA Publications"
 Download Bruce's
      2007 Keynote Address at the Midwestern Educational Research Association annual meeting,
      "Standards in Conducting and Publishing Research in Education"

10. Thompson, B. (2006). Foundations of behavioral statistics:
      An insight-based approach. New York: Guilford.
      (International Standard Book Number: 1-59385-285-1)
Hyperlink to:
      Various datasets and SPSS syntax files
Hyperlink to:
      Geoff Cumming's wonderful statistics instruction software
      "Exploratory Statistics for Confidence Intervals" (ESCI)


Hyperlink to:
      TAMU/ARL Library Service Quality "LibQUAL+" Bibliography
Hyperlink to:
      Story of the Birth of LibQUAL+

Jump on this Page to Other Hyperlinks.
Jump on this Page to Recent/Forthcoming Publications and Papers.
Jump on this Page to "Reliability Generalization" (RG) information.
Jump on this Page to Other Web Resources
         including Author Guidelines reprints.



Editor
        Co-editor, American Educational Research Journal:
              Teaching, Learning, and Human Development, 2005-2007.
        Editor, Educational and Psychological Measurement, 1995-2003.
        Editor, Advances in social science methodology (series)
                Stamford, CT: JAI Press, 1985-2003.
        Previous
            Executive Editor, Journal of Experimental Education, 1993-1998.
            Editor, Measurement and Evaluation in Counseling and Development, 1987-1990.
            Book Review Editor, Educational and Psychological Measurement, 1985-1994.

Honors
        Teaching
            Recipient, TAMU Distinguished Achievement Award for Teaching, 2002.
            Recipient, the TAMU College of Education Mentoring of Faculty Award, 2002.
            Recipient, College Distinguished Achievement Award for Teaching, 1996.
            Nominee, Texas A&M University "Presidential Professor for Teaching Excellence"
                [2 awarded/year; 1 of 2 nominations allowed per College], Spring, 2003.
            College Nominee, TAMU Distinguished Achievement Award for Teaching, 1996.
            College Nominee (nomination by students), TAMU Distinguished Achievement
                Award for Individual Student Relations, 1996.
        Scholarship
            AERA Inaugural Fellow, 2008.
            AERA Division D 2007 Significant Contribution to Educational Measurement
                and Research Methodology Award.
            Nominee, TAMU Distinguished Achievement Award for Research, 2002.
            College Nominee, TAMU Distinguished Achievement Award for Research, 2000.
            College Nominee, TAMU Distinguished Achievement Award for Research, 1999.
            APA Fellow, 1991.

Training Sessions Scheduled to be Conducted at National/Regional Meetings
        APS, San Francisco, May, 2009:
            (117) "Reporting and interpreting effect sizes."
        APA, Boston, August, 2008:
            (116), "Effect Sizes, Confidence Intervals, and Especially Confidence Intervals
                About Effect Sizes",
            and (115) "Multiple Regression: A Review of the Basics".
            e-mail APA staff or view Web pages.
        AERA, New York, April, 2008: (113) "Effect Sizes, Confidence Intervals, and Especially
                Confidence Intervals About Effect Sizes".
                Contact AERA staff.
        AERA, New York, April, 2008: (112) "An Introductory Primer/Review of Multivariate
                Statistics."
                Contact AERA staff.

Coauthor, Conference The Outstanding Paper Award
        Southwest Educational Research Association, 2000.
        Mid-South Educational Research Association, 1999.
        Southwest Educational Research Association, 1994.
        Southwest Educational Research Association, 1993.
        Mid-South Educational Research Association, 1987.

Thompson, B. (Ed.). (1999). Advances in Social Science Methodology (vol. 5).
Stamford, CT: JAI Press. [ISBN 0-7623-0262-3]
      Selected Chapters
          On Some History Regarding Statistical Testing
              Carl J Huberty & Chandler J. Pike
          Effect Size Measures: What They Are and How to Compute Them
              Frederick J. Kier
          Fixed-, Random-, and Mixed-Effects ANOVA Models: A User-friendly
          Guide For Increasing the Generalizability of ANOVA Results
              Brigitte N. Frederick
          Factor Scores and Factor Structure Communality Coefficients
              Robert D. Wells
          Defining and Interpreting Suppressor Effects: Advantages and Limitations
              Brian P. Lancaster
          Why Generalizability Theory is Essential and Classical Test Theory
          is Often Inadequate
              Kevin M. Kieffer
          Multivariate Normality: What Is It and How Is It Assessed?
              Robin K. Henson
          Strategies for Detecting Outliers in Regression Analysis: An Introductory Primer
              Victoria P. Evans
          Analyzing Repeated Measures Designs Using Univariate and Multivariate
          Methods: A Primer
              Jesus Tanguma
          New Approaches to the Analysis of Repeated Measurements
              H. J. Keselman, James Algina, R.J. Boik & R.R. Wilcox
          The Simple Difference Score as an Inherently Poor Measure of Change:
          Some Reality, Much Mythology
              Bruno D. Zumbo
          Canonical Redundancy (Rd) Coefficients: They Should (Almost Never)
          be Computed and Interpreted
              J. Kyle Roberts



Hyperlinks

Hyperlink to various journals' editorial policies re significance and effect sizes.

24 Journals now requiring effect size reporting:
     Career Development Quarterly
     Contemporary Educational Psychology
      Early Childhood Research Quarterly
      Educational and Psychological Measurement
     Educational Technology Research and Development
     Exceptional Children
     Health Psychology (APA)
     Journal of Agricultural Education
     Journal of Applied Psychology
     Journal of Community Psychology
     Journal of Consulting & Clinical Psychology
     Journal of Counseling and Development (ACA)
     Journal of Early Intervention
     Journal of Educational Psychology (APA)
     Journal of Educational and Psychological Consultation
      Journal of Experimental Education
     Journal of Experimental Psychology: Applied
     Journal of Learning Disabilities
     Journal of Personality Assessment
     Language Learning
     Measurement and Evaluation in Counseling and Development
     The Professional Educator
     Reading and Writing
     Research in the Schools


Hyperlink to the Research in the Schools special issue on statistical significance testing
Hyperlink to an interesting statistical significance Web Page
 

Hyperlink to SERA Home Page and Call (Meets in San Antonio, February 4-7, 2009)
Hyperlink to MSERA Call for Papers
Hyperlink to SWPA Home Page
Hyperlink to AERA Home Page
        Hyperlink to Web version of The AERA New Orleans 2002 Dining Guide

        Hyperlink to info on New Orleans Jazz Fest
        Hyperlink to Bourbon Street Bourbocam
        Hyperlink to the definitive Zagat's city dining guides
Hyperlink to ERIC Assessment & Evaluation Clearinghouse
Hyperlink to NCME Home Page


Recent/Forthcoming Publications and Presentations


Statistics
10. Thompson, B. (2006). Foundations of behavioral statistics:
      An insight-based approach. New York: Guilford.

9. Thompson, B. (2004). Exploratory and confirmatory factor analysis: Understanding
        concepts and applications. Washington, DC: American Psychological Association.
        (International Standard Book Number: 1-59147-093-5)

172. Graham, J.M., Guthrie, A.C., & Thompson, B. (2003). Consequences of not interpreting
        structure coefficients in published CFA research: A reminder. Structural Equation
        Modeling, 10, 142-153.

237. Thompson, B. (2001, April). Using the descriptive bootstrap to investigate effect
        replicability (with a comment about confidence intervals for effect sizes). Paper
        presented at the annual meeting of the American Educational Research Association, Seattle.

9. Thompson, B. (2000). Ten commandments of Structural Equation Modeling. In L. Grimm
        & P. Yarnold (Eds.), Reading and understanding more multivariate statistics (pp.
        261-284). Washington, DC: American Psychological Association.

Thompson, B. (1997). The importance of structure coefficients in structural equation modeling
        confirmatory factor analysis. Educational and Psychological Measurement, 57, 5-19.

Thompson, B. (2000). Canonical correlation analysis. In L. Grimm & P. Yarnold (Eds), Reading
        and understanding more multivariate statistics (pp. 285-316). Washington, DC: American
        Psychological Association.
Thompson, B. (2000). Q-technique factor analysis: One variation on the two-mode
        factor analysis of variables. In L. Grimm & P. Yarnold (Eds.), Reading and understanding
        more multivariate statistics (pp. 207-226). Washington, DC: American Psychological
        Association.

158. Kieffer, K.M., Reese, R.J., & Thompson, B. (2001). Statistical techniques
        employed in AERJ and JCP articles from 1988 to 1997: A methodological review.
        Journal of Experimental Education, 69, 280-309.
154. Courville, T., & Thompson, B. (2001). Use of structure coefficients in
        published multiple regression articles: beta is not enough. Educational and Psychological
        Measurement, 61, 229-248.

Measurement
8. Thompson, B. (Ed.). (2002). Score reliability: Contemporary thinking on reliability
        issues. Newbury Park, CA: Sage. (International Standard Book Number: 0-7619-2626-7)

171. Henson, R.K., & Thompson, B. (2002). Characterizing measurement error in scores across
        studies: Some recommendations for conducting "Reliability Generalization" (RG) studies.
        Measurement and Evaluation in Counseling and Development, 35, 113-127.

148. Vacha-Haase, T., Kogan, L.R., & Thompson, B. (2000). Sample compositions and variabilities
        in published studies versus those in test manuals: Validity of score reliability inductions.
        Educational and Psychological Measurement, 60(4), 509-522.

Fan, X., & Thompson, B. (2001). Confidence intervals about score reliability coefficients, please:
        An EPM guidelines editorial. Educational and Psychological Measurement, 61, 517-531.

144. Thompson, B., & Vacha-Haase, T. (2000). Psychometrics is datametrics:
        The test is not reliable. Educational and Psychological Measurement, 60, 174-195.

129. Thompson, B., & Snyder, P.A. (1998). Statistical significance and reliability analyses in recent
        JCD research articles. Journal of Counseling and Development, 76, 436-441.

Effect Sizes
191. Thompson, B. (2007). Effect sizes, confidence intervals, and confidence intervals for
        effect sizes. Psychology in the Schools, 44, 423-432.

14. Thompson, B. (2006). Research synthesis: Effect sizes. In J. Green,
        G. Camilli, & P.B. Elmore (Eds.), Handbook of complementary methods in
        education research (pp. 583-603). Washington, DC: American Educational
        Research Association.

181. Vacha-Haase, T., & Thompson, B. (2004). How to estimate and interpret various effect
        sizes. Journal of Counseling Psychology, 51, 473-481.
170. Thompson, B. (2002). What future quantitative social science research could
        look like: Confidence intervals for effect sizes. Educational Researcher, 31(3), 24-31.

165. Thompson, B. (2002). "Statistical," "practical," and "clinical": How many kinds
        of significance do counselors need to consider? Journal of Counseling and Development,
        80, 64-71.

179. Thompson, B., Diamond, K.E., McWilliam, R., Snyder, P., & Snyder, S.W. (2005).
        Evaluating the quality of evidence from correlational research for evidence-based
        practice. Exceptional Children, 71, 181-194.

163. Baugh, F., & Thompson, B. (2001). Using effect sizes in social science research:
        New APA and journal mandates for improved methodology practices. Journal of Research
        in Education, 11(1), 120-129.

161. Fidler, F., & Thompson, B. (2001). Computing correct confidence intervals for
        ANOVA fixed- and random-effects effect sizes. Educational and Psychological Measurement,
        61, 575-604.
160. Thompson, B. (2001). Significance, effect sizes, stepwise methods, and other issues:
        Strong arguments move the field. Journal of Experimental Education, 70, 80-93.

138. Thompson, B. (1999). Improving research clarity and usefulness with effect size indices as
        supplements to statistical significance tests. Exceptional Children, 65, 329-338.
130. Thompson, B. (1998). Statistical significance and effect size reporting: Portrait of a
        possible future. Research in the Schools, 5(2), 33-38.
145. Mittag, K.C., & Thompson, B. (2000). A national survey of AERA members' perceptions
        of statistical significance tests and other statistical issues. Educational Researcher, 29(4),
        14-20.

Statistical Significance
198. Harrison, J., Vannest, K.J., & Thompson, B. (in press). Interpreting the evidence
        for effective interventions to increase the academic performance of students with ADHD:
        Relevance of the statistical significance controversy. Review of Educational Research.

143. Vacha-Haase, T., Nilsson, J.E., Reetz, D.R., Lance, T.S., & Thompson, B. (2000).
        Reporting practices and APA editorial policies regarding statistical significance and effect size.
        Theory & Psychology, 10, 413-425.

135. Thompson, B. (1999). Journal editorial policies regarding statistical significance tests: Heat is
        to fire as p is to importance. Educational Psychology Review, 11, 157-169.

Thompson, B. (1994). The concept of statistical significance testing. Measurement Update, 4(1),
        5-6. (ERIC Document Reproduction Service No. ED 366 654) [Available as a public domain,
        non-copyrighted classroom handout.]

Thompson, B. (1999). If statistical significance tests are broken/misused, what practices
        should supplement or replace them? Theory & Psychology, 9(2), 165-181. [Invited address
        presented at the 1997 annual meeting of the American Psychological Association, Chicago.]
137. Thompson, B. (1999). Statistical significance tests, effect size reporting, and the vain
        pursuit of pseudo-objectivity. Theory & Psychology, 9(2), 191-196.

Thompson, B., & Snyder, P.A. (1997). Statistical significance testing practices in the Journal of
        of Experimental Education. Journal of Experimental Education, 66, 75-83.

Thompson, B. (1998). Review of What if there were no significance tests?. Educational and
        Psychological Measurement, 58, 332-344.
Thompson, B. (1997). Editorial policies regarding statistical significance tests: Further comments.
        Educational Researcher, 26(5), 29-32.
Thompson, B. (1996). AERA editorial policies regarding statistical significance testing: Three suggested
        reforms. Educational Researcher, 25(2), 26-30.

131. Snyder, P.A., & Thompson, B. (1998). Use of tests of statistical significance and other
        analytic choices in a school psychology journal: Review of practices and suggested alternatives.
        School Psychology Quarterly, 13, 335-348.   [Winner, the 1999 APA Division 16
        (School Psychology) Fellows SPQ Article of the Year Award]

Kieffer, K., & Thompson, B. (1999, November). Interpreting statistical significance test results:
        A proposed new "what if" method. Paper presented at the annual meeting of the
        Mid-South Educational Research Association, Pt. Clear, AL.   [Named the
        "The Conference Outstanding Paper" for 1999]

Library Science
195. Thompson, B., Kyrillidou, M., & Cook, C. (2008). Library users' service desires:
        A LibQUAL+(R) study. Library Quarterly, 1, 1-18.
193. Thompson, B., Kyrillidou, M., & Cook, C. (2007). On-premises library
        versus GoogleTM-like information gateway usage patterns: A LibQUAL+(R)
        study. portal: Libraries and the Academy, 7, 463-480.
185. Thompson, B., Cook, C., & Kyrillidou, M. (2005). Concurrent validity of
        LibQUAL+TM scores: What do LibQUAL+TM scores measure? Journal of Academic
        Librarianship, 31, 517-522.
182. Wei, Y., Thompson, B., & Cook, C. (2005). Scaling users' perceptions of
        library service quality using Item Response Theory: A LibQUAL+TM study.
        portal: Libraries and the Academy, 5, 93-104.
178. Thompson, B., Cook, C., & Heath, F. (2003). Two short forms of the LibQUAL+TM
        survey assessing users' perceptions of library service quality. Library Quarterly,
        73, 453-465.
177. Thompson, B., Cook, C., & Heath, F. (2003). Structure of perceptions of service
        quality in libraries: A LibQUAL+TM study. Structural Equation Modeling,
        10, 456-464.
175. Cook, C., Heath, F., & Thompson, B. (2003). "Zones of tolerance" in perceptions of
        library service quality: A LibQUAL+TM study. portal: Libraries and the
        Academy, 3, 113-123.
174. Cook, C., Heath, F., Thompson, B., & Webster, D. (2003). LibQUAL+TM:
        Preliminary results from 2002. Performance Measurement and Metrics, 4, 38-47.
170. Thompson, B., & Cook, C. (2002). Stability of the reliability of LibQUAL+TM
        scores: A "Reliability Generalization" meta-analysis study. Educational and
        Psychological Measurement, 62, 735-743.
168. Thompson, B., Cook, C., & Thompson, R.L. (2002). Reliability and structure of
        LibQUAL+TM scores: Measuring perceived library service quality. portal: Libraries
        and the Academy, 2, 3-12.
167. Cook, C., Heath, F. & Thompson, B. (2002). Score norms for improving library
        service quality: A LibQUAL+TM study. portal: Libraries and the Academy, 2, 13-26.
166. Heath, F., Cook, C., Kyrillidou, M., & Thompson, B. (2002). ARL Index and other
        validity correlates of LibQUAL+TM scores. portal: Libraries and the Academy,
        2, 27-42.
161. Cook, C., & Heath, F., Thompson, B., & Thompson, R.L. (2001). LibQUAL+TM:
        Service quality assessment in research libraries. IFLA Journal, 4, 264-268.
159. Cook, C., & Thompson, B. (2001). Psychometric properties of scores from the
        web-based LibQUAL+ study of perceptions of library service quality. Library Trends,
        49, 585-604.
155. Cook, C., Heath, F., & Thompson, B. (2001). Users' hierarchical perspectives
        on library service quality: A "LibQUAL+" study. College and Research Libraries,
        62, 147-153.
153. Thompson, B., Cook, C., & Heath, F. (2001). How many dimensions does it take
        to measure users' perceptions of libraries?: A "LibQUAL+" study. portal: Libraries
        and the Academy, 1, 129-138.
152. Cook, C., Heath, F., Thompson, B., & Thompson, R.L. (2001). The search for
        new measures: The ARL "LibQUAL+" study--a preliminary report. portal: Libraries
        and the Academy, 1, 103-112.
151. Thompson, B., Cook, C., & Heath, F. (2000). The LibQUAL+ gap measurement
        model: The bad, the ugly, and the good of gap measurement. Performance Measurement
        and Metrics, 1, 165-178.
150. Cook, C., & Thompson, B. (2000). Higher-order factor analytic perspectives on
        users' perceptions of library service quality. Library Information Science Research,
        22, 393-404.

"Reliability Generalization" (RG)

        "Reliability Generalization" (RG) is a measurement meta-analytic method proposed by Vacha-Haase (1998). "RG" explicitly acknowledges that tests are not reliable, and that score reliability changes across each administration of a given test, as sample composition and/or score variability change.
        "RG" characterizes (a) the typical score reliability for a given measure, (b) the variability in score reliabilities across administrations of a given measure, and (c) which features of the measurement protocol do and do not explain or predict these variations in score reliability. The bibliography of previous RG studies is updated periodically.


 

Additional Resources Available on the Web

Published Author Guidelines editorials on the following topics are available on the Web and
can be viewed by clicking on the links present within each topic area:

  • ways of thinking about and describing reliability
  • use of statistical significance tests, effect sizes, and replicability analyses
  • problems with stepwise analyses (e.g., stepwise regression analysis and stepwise discriminant analysis)
  • reporting exploratory factor analysis and confirmatory factor analysis

        Persons seeking guidance on computing effect sizes for use in research reports can consult
"Computing Effect Sizes."  A bibliography of articles on how to compute various effect sizes
is also available.
        And the Suggested Effect Size Publication Policy also contains useful information and references.