共查询到20条相似文献，搜索用时 31 毫秒
1.
Christopher J. Lemons Alexandra P.F. Key Douglas Fuchs Paul J. Yoder Lynn S. Fuchs Donald L. Compton Susan M. Williams Bobette Bouton 《Learning and individual differences》2010,20(3):158-166
The purpose of this study was to determine if event-related potential (ERP) data collected during three reading-related tasks (Letter Sound Matching, Nonword Rhyming, and Nonword Reading) could be used to predict short-term reading growth on a curriculum-based measure of word identification fluency over 19 weeks in a sample of 29 first-grade children. Results indicate that ERP responses to the Letter Sound Matching task were predictive of reading change and remained so after controlling for two previously validated behavioral predictors of reading, Rapid Letter Naming and Segmenting. ERP data for the other tasks were not correlated with reading change. The potential for cognitive neuroscience to enhance current methods of indexing responsiveness in a response-to-intervention (RTI) model is discussed. 相似文献
2.
This article presents several longitudinal mediation models in the framework of latent growth curve modeling and provides a detailed account of how such models can be constructed. Logical and statistical challenges that might arise when such analyses are conducted are also discussed. Specifically, we discuss how the initial status (intercept) and change (slope) of the putative mediator variable can be appropriately included in the causal chain between the independent and dependent variables in longitudinal mediation models. We further address whether the slope of the dependent variable should be controlled for the dependent variable's intercept to improve the conceptual relevance of the mediation models. The models proposed are illustrated by analyzing a longitudinal data set. We conclude that for certain research questions in developmental science, a multiple mediation model where the dependent variable's slope is controlled for its intercept can be considered an adequate analytical model. However, such models also show several limitations. 相似文献
3.
This article shows that the mean and covariance structure of the predetermined autoregressive latent trajectory (ALT) model are very flexible. As a result, the shape of the modeled growth curve can be quite different from what one might expect at first glance. This is illustrated with several numerical examples that show that, for example, a linear trajectory might be present among the model predicted scores even though no latent change parameter was included in the model. In addition, 2 examples are given that show that the predetermined ALT model can fit to data generated by models with model structures that are rather different from that of the ALT model itself. The practical relevance of these findings is demonstrated using an empirical example. We end by providing recommendations for researchers considering the use of the predetermined ALT model. 相似文献
4.
Elizabeth M. Planalp Han Du Julie M. Braungart-Rieker 《Structural equation modeling》2017,24(1):129-147
Although methodology articles have increasingly emphasized the need to analyze data from two members of a dyad simultaneously, the most popular method in substantive applications is to examine dyad members separately. This might be due to the underappreciation of the extra information simultaneous modeling strategies can provide. Therefore, the goal of this study was to compare multiple growth curve modeling approaches for longitudinal dyadic data (LDD) in both structural equation modeling and multilevel modeling frameworks. Models separately assessing change over time for distinguishable dyad members are compared to simultaneous models fitted to LDD from both dyad members. Furthermore, we compared the simultaneous default versus dependent approaches (whether dyad pairs’ Level 1 [or unique] residuals are allowed to covary and differ in variance). Results indicated that estimates of variance and covariance components led to conflicting results. We recommend the simultaneous dependent approach for inferring differences in change over time within a dyad. 相似文献
5.
Walter L. Leite Robert Sandbach Rong Jin Jann W. MacInnes M. Grace-Anne Jackman 《Structural equation modeling》2013,20(3):437-456
Because random assignment is not possible in observational studies, estimates of treatment effects might be biased due to selection on observable and unobservable variables. To strengthen causal inference in longitudinal observational studies of multiple treatments, we present 4 latent growth models for propensity score matched groups, and evaluate their performance with a Monte Carlo simulation study. We found that the 4 models performed similarly with respect to model fit, bias of parameter estimates, Type I error, and power to test the treatment effect. To demonstrate a multigroup latent growth model with dummy treatment indicators, we estimated the effect of students changing schools during elementary school years on their reading and mathematics achievement, using data from the Early Childhood Longitudinal Study Kindergarten Cohort. 相似文献
6.
In longitudinal studies, investigators often measure multiple variables at multiple time points and are interested in investigating individual differences in patterns of change on those variables. Furthermore, in behavioral, social, psychological, and medical research, investigators often deal with latent variables that cannot be observed directly and should be measured by 2 or more manifest variables. Longitudinal latent variables occur when the corresponding manifest variables are measured at multiple time points. Our primary interests are in studying the dynamic change of longitudinal latent variables and exploring the possible interactive effect among the latent variables. Much of the existing research in longitudinal studies focuses on studying change in a single observed variable at different time points. In this article, we propose a novel latent curve model (LCM) for studying the dynamic change of multivariate manifest and latent variables and their linear and interaction relationships. The proposed LCM has the following useful features: First, it can handle multivariate variables for exploring the dynamic change of their relationships, whereas conventional LCMs usually consider change in a univariate variable. Second, it accommodates both first- and second-order latent variables and their interactions to explore how changes in latent attributes interact to produce a joint effect on the growth of an outcome variable. Third, it accommodates both continuous and ordered categorical data, and missing data. 相似文献
7.
在分析“专业化回报”或“任务内学习”和“多任务回报”或“任务问学习”关系的基础上,建立了人力资本积累与职务扩大化关系模型,探讨了职务专业化到职务扩大化的静态平衡状态,以便为企业的职务设计提供有效的理论依据． 相似文献
8.
David B. Flora 《Structural equation modeling》2013,20(3):513-533
Piecewise latent trajectory models for longitudinal data are useful in a wide variety of situations, such as when a simple model is needed to describe nonlinear change, or when the purpose of the analysis is to evaluate hypotheses about change occurring during a particular period of time within a model for a longer overall time frame, such as change that occurs following onset of a treatment or some other event. However, the specification of various forms of piecewise models has not been fully explicated for the structural equation modeling (SEM) framework. This article describes piecewise models as a straightforward extension of the basic SEM model for linear growth, which makes them relatively easy both to specify and to interpret. After presenting models for 2 linear slopes (or pieces) in detail, the article discusses extensions that include additional linear slopes (i.e., a 3-piece model) or a quadratic factor (i.e., a hybrid linear-quadratic model). 相似文献
9.
The main purpose of this paper is to demonstrate how to apply the Hierarchical Linear Modeling (HLM) technique to multi-wave
Curriculum-Based Measurement (CBM) measures in modeling academic growth and assessing its relations to student- and instruction-related
variables. HLM has advantages over other statistical methods (e.g., repeated measures ANOVA, Structural Equation Modeling)
in modeling academic growth. The advantages include allowing more flexible research designs in collecting multiple data points
and estimating growth rates and their relations to correlates in more reliable, accurate ways. CBM, as a multi-wave progressmonitoring
system, also has distinctive psychometric features that facilitate longitudinal research on academic skill development. These
features include provision of multiple data points within short time periods, good validity and reliability, and sensitivity
for detecting small degrees of change. Finally, research questions related to assessing the academic growth of students with
learning difficulties and using assessment results to improve educational practices for them are discussed 相似文献
10.
The evaluation of intervention effects is an important objective of educational research. One way to evaluate the effectiveness of an intervention is to conduct an experiment that assigns individuals to control and treatment groups. In the context of pretest/posttest designed studies, this is referred to as a control‐group pretest/posttest design. The transition diagnostic classification model (TDCM) was recently developed to assess growth, defined as change in attribute mastery status over time, in a diagnostic classification model framework. The TDCM, however, does not model multiple groups, and therefore is not able to analyze data from a control‐group pretest/posttest designed experiment. In this study, we extend the TDCM to model multiple groups, thereby enabling the examination of group‐differential growth in attribute mastery and the evaluation of intervention effects. The utility of the multigroup TDCM is demonstrated in the evaluation of an innovative instructional method in mathematics education. 相似文献
11.
Measuring academic growth, or change in aptitude, relies on longitudinal data collected across multiple measurements. The National Educational Longitudinal Study (NELS:88) is among the earliest, large-scale, educational surveys tracking students’ performance on cognitive batteries over 3 years. Notable features of the NELS:88 data set, and of almost all repeated measures educational assessments, are (a) the outcome variables are binary or at least categorical in nature; and (b) a set of different items is given at each measurement occasion with a few anchor items to fix the measurement scale. This study focuses on the challenges related to specifying and fitting a second-order longitudinal model for binary outcomes, within both the item response theory and structural equation modeling frameworks. The distinctions between and commonalities shared between these two frameworks are discussed. A real data analysis using the NELS:88 data set is presented for illustration purposes. 相似文献
12.
Audrey J. Leroux 《Journal of Experimental Education》2019,87(3):430-448
This study proposes a new model, termed the multiple membership piecewise growth model (MM-PGM), to handle individual mobility across clusters frequently encountered in longitudinal studies, especially in educational research wherein some students could attend multiple schools during the course of the study. A real data set containing some students who switched elementary schools was used to demonstrate and explain the MM-PGM. Parameter and model fit differences were compared between the MM-PGM and two other techniques for handling student mobility: the first school-PGM, which only used school membership at the first measurement occasion, and the delete-PGM, which removed mobile students from the analysis. Results indicated that the three approaches of handling mobile students led to different conclusions about the impact of school-level predictors of growth parameters and the school-level variability in the growth rates. Furthermore, deleting mobile students altered the impact of student-level predictors compared to the other two approaches. 相似文献
13.
When conducting longitudinal research, the investigation of between-individual differences in patterns of within-individual change can provide important insights. In this article, we use simulation methods to investigate the performance of a model-based exploratory data mining technique—structural equation model trees (SEM trees; Brandmaier, Oertzen, McArdle, & Lindenberger, 2013)—as a tool for detecting population heterogeneity. We use a latent-change score model as a data generation model and manipulate the precision of the information provided by a covariate about the true latent profile as well as other factors, including sample size, under the possible influences of model misspecifications. Simulation results show that, compared with latent growth curve mixture models, SEM trees might be very sensitive to model misspecification in estimating the number of classes. This can be attributed to the lower statistical power in identifying classes, resulting from smaller differences of parameters prescribed by the template model between classes. 相似文献
14.
Elaborating a model of teacher professional growth 总被引：5，自引：0，他引：5
This paper details a model of teacher professional growth and relates the model to the research data on which the model is empirically founded. A key feature of the model is its inclusion of four analytic domains in close correspondence to those employed by Guskey (Educational Researcher 15(5), 1986) and others, but the model proposed in this paper identifies the specific mechanisms by which change in one domain is associated with change in another. The interconnected, non-linear structure of the model enabled the identification of particular “change sequences” and “growth networks”, giving recognition to the idiosyncratic and individual nature of teacher professional growth. One major value of a change model grounded in empirical data lies in its capacity to stimulate speculation, research and development regarding possible change mechanisms as yet unexplored and unexploited. In its current form, this model offers a powerful framework to support the analyses of those studying teacher change (or growth) and the planning of those responsible for teacher professional development. 相似文献
15.
This study aims to understand how pre-service teachers’ activities shape (and are shaped) by the norms of schooling embedded in the national educational system from an activity theory lens. The data are obtained from video-recordings and bi-weekly reflective journals in microteaching sessions, lesson plans, classroom observations, and post feedback sessions. The analysis points to the stages, micro- and macro-networking levels that lead to the collaborative teacher development, and the emergence of a model in the growth of pre-service teachers. Overall, it is found that the development of pre-service teachers depends largely on the norms of schooling embedded in the national curriculum and the nature of training they received at undergraduate level. The paper concludes by confirming Engeström’s statement that understanding the evolution and historical change of pre-service teacher education in a special context might help investigate how activities change, develop, and interconnect with social and material structures. 相似文献
16.
Quality teacher evaluation is a complex subject, requiring complex methods that draw from multiple data sources (Peterson, 2000). Most importantly, preservice teacher evaluation should match teacher education objectives (Popham, 1993) and, ultimately, be used to inform teacher practices and reform educational programming (Darling-Hammond, 1990). The purpose of this study is to present an evaluation model that uses multiple data sources for a preservice teacher’s internship experience. This model is employed within a teacher education program at a large land-grant university; the multiple data sources match program objectives and draw parallels between preservice and inservice teacher evaluation tools at use in this particular state. The evaluation model incorporates two guiding objectives within this college of education’s mission statement—objectives that focus on performance and reflection. First, preservice teachers are educated to assume roles of leadership and service in classroom practice, and second, preservice teachers are taught to become reflective practitioners, The first objective is measured by using a research-based classroom observation rating form during the internship that closely resembles the tool used by the state-licensing department of education. The second program objective is measured through the use of portfolios. In addition to using the results from these instruments to advise preservice teachers regarding their professional growth, the data can also guide program development within the college and suggest programmatic reform, an often overlooked yet integral factor of personnel evaluation. Discussion of specific rating results per instrument and specific avenues for program development are presented. 相似文献
17.
Objectives
Parental depression symptoms often change over the course of child welfare family preservation and parenting services. This raises the question of whether certain processes in family preservation services might be associated with depression symptom change. This study tests three correlational models of change among family preservation service participants: (a) changes in depression symptoms are one facet of broad general changes in wellbeing; (b) the quality of the home visitor-client relationship is associated depression symptom changes; and (c) linking parents to adjunctive services is associated with symptom changes.Methods
Participants were 2,175 parents in family preservation services, largely for child neglect, who were surveyed using standard measures at pre-treatment, post-treatment and 6 month follow-up. Change patterns were evaluated using growth models, including bivariate parallel and multivariate second-order models.Results
Parallel growth was noted among depression symptoms and changes in social, economic, familial, and parenting domains. A second order change model positing a global change pattern fit the data well. Working alliance had a modest association with improvement, but successful linkage to outside mental health services was not associated with improvement.Conclusions
Changes in diverse indicators of wellbeing follow a global pattern which might support use of less complex rather than more fully comprehensive service plans. Findings about lack of adjunctive usual care mental health service benefit may be related to uncontrolled factors and this is a topic in need of additional study. 相似文献18.
Michael Boulton Helen Woodmansey Emma Williams Ruth Spells Beth Nicholas Eleanor Laxton 《教育心理学》2012,32(3):277-294
Being bullied is associated with a psycho-social maladjustment during childhood. One hitherto largely overlooked correlate is disrupted classroom concentration. Using data collected from 364 9–11-year-old children attending seven junior schools in the UK, we tested a model in which children’s perceived safety in two contexts (classroom and playground) and their perceived relationship with their teacher were hypothesised to mediate the association between being bullied and classroom concentration. Two analytical approaches to testing multiple mediation – product of coefficients and bootstrapping – supported the model. None of the mediation effects was moderated by sex but they were by year; in all cases the mediation effect was stronger in the older children than in the younger children (but still significant among the latter). These data suggest mechanisms through which bullying might have its effects on classroom concentration. The practical and theoretical implications are discussed. 相似文献
19.
Educational or school psychologists (EPs/SPs) can offer support with behaviour concerns at the levels of individual, group or organisation. Their practices, whilst being psychologically based, must be responsive to local contexts and needs. To explore behaviour practice in a real-world context, and to consider how development in this domain might occur during the adoption of a “part-traded” service delivery model, an empirical investigation was conducted within one English local authority (LA) educational psychology service (EPS). Using an action research model, data were gathered through a focus group with six EPs and an interview with the Principal EP (PEP). Current behaviour practices, psychological approaches and future development priorities were identified, as well as perceived facilitators and barriers to change and the EPs’ reflections on professional development through research participation. Implications for EP practice and future research are considered. 相似文献
20.
Hui Liu 《Structural equation modeling》2013,20(2):247-279
This article applies growth curve models to longitudinal count data characterized by an excess of zero counts. We discuss a zero-inflated Poisson regression model for longitudinal data in which the impact of covariates on the initial counts and the rate of change in counts over time is the focus of inference. Basic growth curve models using a single outcome are described, as well as a model in which two linked outcomes constitute a dual-trajectory growth process. This model is applied to assess the impact of changes in financial stress on longitudinal change in smoking. 相似文献