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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.

has been cited by the following article:

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

  AUTHORS: James E. Osler II, Philliph M. Mutisya

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

  JOURNAL NAME: Creative Education, Vol.4 No.8A, August 16, 2013

  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.