共查询到20条相似文献，搜索用时 31 毫秒
1.
Joseph F. T. Nese Gina Biancarosa Daniel Anderson Cheng-Fei Lai Julie Alonzo Gerald Tindal 《Reading and writing》2012,25(4):887-915
This study examined the type of growth model that best fit within-year growth in oral reading fluency and between-student
differences in growth. Participants were 2,465 students in grades 3–5. Hierarchical linear modeling (HLM) analyses modeled
curriculum-based measurement (CBM) oral reading fluency benchmark measures in fall, winter, and spring with grade level and
student characteristics (including special education and Limited English Proficiency status) as covariates. Results indicated
that a discontinuous growth model fit the data better than a linear growth model, with greater growth in the fall than in
the spring. Oral reading fluency growth rates also differed by grade and student characteristics. Implications for school
practice and research are discussed. 相似文献
2.
William R. Jenson Elaine Clark John C. Kircher Sean D. Kristjansson 《Psychology in the schools》2007,44(5):483-493
Evidence‐based practice approaches to interventions has come of age and promises to provide a new standard of excellence for school psychologists. This article describes several definitions of evidence‐based practice and the problems associated with traditional statistical analyses that rely on rejection of the null hypothesis for the establishment of invention effectiveness. Meta‐analysis as an approach to ascertain EBPs is reviewed along with the inherent difficulties associated with single subject design research such as autocorrelations. Four meta‐analytic approaches are reviewed which include Percentage of Nonoverlapping Data points (PND), the Busk and Serlin: Assumption models, ITSACORR, and Hierarchical Linear Modeling (HLM). HLM is offered as the most promising approach for the analysis for single subject designs. Monte Carlo simulations are modeled with varying degrees of autocorrelations, differing numbers of data points, and simulated effects sizes to show that HLM is an acceptable approach for controlling the risk of Type I errors. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 483–493, 2007. 相似文献
3.
Tacksoo Shin 《Asia Pacific Education Review》2007,8(2):262-275
This study introduces three growth modeling techniques: latent growth modeling (LGM), hierarchical linear modeling (HLM),
and longitudinal profile analysis via multidimensional scaling (LPAMS). It compares the multilevel growth parameter estimates
and potential predictor effects obtained using LGM, HLM, and LPAMS. The purpose of this multilevel growth analysis is to alert
applied researchers to selected analytical issues that are required for consideration in decisions to apply one of these three
approaches to longitudinal academic achievement studies. The results indicated that there were no significant distinctions
on either mean growth parameter estimates or on the effects of potential predictors to growth factors at both the student
and school levels. However, the study also produced equivocal findings on the statistical testing of variance and covariance
growth parameter estimates. Other practical issues pertaining to the three growth modeling methods are also discussed. 相似文献
4.
Elizabeth Niehaus Corbin M. Campbell Karen Kurotsuchi Inkelas 《Research in higher education》2014,55(1):101-122
Hierarchical linear modeling (HLM) has become increasingly popular in the higher education literature, but there is significant variability in the current approaches to the conducting and reporting of HLM. The field currently lacks a general consensus around important issues such as the number of levels of analysis that are important to include and how much variance should be accounted for at each level in order for the HLM analysis to have practical significance (Dedrick et al., Rev Educ Res 79:69–102, 2009). The purpose of this research is to explore the use of a 3-level HLM model, appropriate contextualizing of results of HLM, and the interpretation of HLM results that resonates with practice. We used an example of a 3-level model from the National Study of Living Learning Programs to highlight the practical issues that arise in the interpretation of HLM within a higher education context. 相似文献
5.
This review of published literature and research critically examines the conceptual and psychometric problems associated with curriculum-based measurement (CBM) as they relate to eligibility decision making and programming for special education. It is concluded that although CBM can provide a useful supplement in assessing and remediating academic difficulties, it suffers from many of the criticisms leveled at traditional assessments as well as some unique limitations of its own. It is concluded that CBM, to be of most value, needs to be part of a larger systematic psychoeducational assessment program rather than a replacement for it. 相似文献
6.
In this study, we examine grade-level growth rates for general education students and students with learning disabilities
in grades two to six. In conducting the study, we demonstrate how schools, districts, and state educational agencies can use
a combination of Curriculum-Based Measurement and Hierarchical Linear Modeling (HLM) methods to develop growth-rate norms
in reading. The participants were made up of 273 general education students and 430 students with learning disabilities. The
growth rates for these two groups of students in each grade were estimated using HLM. Within each grade, separate growth rates
for subgroups of general education students (i.e., high, average, and low achievers) were estimated. The uses of estimated
growth rates for setting year-end goals, monitoring student progress, and evaluating the effectiveness of instructional programs
are also discussed. 相似文献
7.
We look at three common research scenarios, one in the behavioral domain (i.e., disruptive behaviors) one in the cognitive domain (i.e., academic achievement), and one in the affective domain (i.e., anxiety and stress) for which school psychologists are asked to address important questions related to change. We list measurement and statistical considerations across these scenarios, including whether variables are manifest or latent, the scales of measurement, the dimensionality of measures, the units of analysis, the sample size, and the frequency or duration of time, given the primary nature of the variables under study. We suggest that researchers carefully consider whether assumptions can be met employing classical general linear models, or whether contemporary alternatives, such as hierarchical linear modeling (HLM), should be recommended for the more appropriate handling of data. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 535–542, 2007. 相似文献
8.
In most multi-campus studies of college impact that have been conducted over the past four decades, investigators have relied
on ordinary least squares (OLS) regression as the analytic method of choice. Recently, however, some investigators have advocated
the use of Hierarchical Linear Modeling (HLM), a method specifically designed for analyses that involve both individual (student)
and aggregate (institutional) level measures. Cross-validation analyses using a national database show that the two methods
yield an equally good “fit” with empirical data. Existing OLS software has the advantage of enabling one to perform path analytical
causal modeling; HLM has the advantage of yielding a more conservative estimate of the significance of institution-level effects.
相似文献
| Nida DensonEmail: |
9.
Relations between the development of future time perspectives in three life domains (i.e., school and professional career, social relations, and leisure time) and changes in students’ investment in learning and academic achievement were examined in this study. Participants were 584 students in the first and 584 in the second year of the lower vocational education in the Netherlands who completed self-report measures at four different time points during a school year. The data were analysed using multivariate latent growth curve modelling. Future time perspective influenced the development of academic achievement via the growth of investment in learning. Long-term time perspective in leisure time had a negative effect on the development of investment in learning, whereas the effects of the long-term time perspective in school and professional career, as well as in social relations, were positive. 相似文献
10.
Jane E. Fleming Thomas D. Cook C. Addison Stone 《Learning disabilities research & practice》2002,17(1):47-64
This study examined the effects of social influences in the lives of an ethnically diverse sample of fifth through eighth grade students with and without learning disabilities (LD) using survey data and academic achievement scores collected in 19 Chicago public schools from 1993–1997. Similarities and differences in student perceptions of school, family, and peer group contexts were examined. In addition, longitudinal data were analyzed using hierarchical linear modeling (HLM) to identify contextual influences on changes in student reading achievement over time. Comparisons of student responses confirm and extend existing findings in the literature concerning the perceptions of students with LD of their social environments. In particular, having a learning disability was associated with consistent, mostly negative, effects on social relations across the contexts of students’ lives, regardless of gender, race, grade, and socioeconomic status. In addition, student perceptions of their friendship groups were found to have small, but significant, effects on their growth in reading achievement over the course of middle school. While students with and without LD had somewhat different views of their social contexts, the processes working within these environments appeared to affect their reading achievement in similar ways. The results suggest that careful attention should be paid to the social contexts of students’ lives when planning academic interventions. 相似文献
11.
Ying Guo Joan N. Kaderavek Shayne B. Piasta Laura M. Justice Anita McGinty 《Early education and development》2013,24(2):206-233
Research Findings: This study investigated relations among preschool teachers' (n = 75) sense of community, classroom language and literacy instructional quality, and children's (n = 398) gains in vocabulary and print concept knowledge during an academic year. Hierarchical linear modeling (HLM) results indicated that teachers' language and literacy instructional quality significantly predicted children's gains in print concept knowledge. Also, HLM results revealed significant interactions among teachers' sense of community, language and literacy instructional quality, and vocabulary and print concept knowledge gains. Higher levels of teachers' sense of community were associated with greater gains in children's vocabulary and print concept knowledge when children were in classrooms with higher quality language and literacy instruction. Practice or Policy: Findings underscore the importance of evaluating both language and literacy instructional quality and teachers' sense of community when considering high-quality preschool education. 相似文献
12.
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
13.
Fuzhong Li Terry E. Duncan Peter Harmer Alan Acock Mike Stoolmiller 《Structural equation modeling》2013,20(3):294-306
Confirmatory factor analysis (CFA) is often used in the social sciences to estimate a measurement model in which multiple measurement items are hypothesized to assess a particular latent construct. This article presents the utility of multilevel CFA (MCFA; Muthén, 1991, 1994) and hierarchical linear modeling (HLM; Raudenbush, Rowan, & Kang, 1991) methods in testing measurement models in which the underlying attribute may vary as a function of various levels of observation. An illustrative example using a real dataset is provided in which an unconditional model specification and parameter estimates from the MCFA and HLM are shown. The article demonstrates the comparability of the two methods in estimating measurement parameters of interest (i.e., true variance at levels the measures are used and measurement errors). 相似文献
14.
Penny Hauser-Cram Marji Erickson Warfield Jack P. Shonkoff Marty Wyngaarden Krauss Carole C. Upshur & Aline Sayer 《Child development》1999,70(4):979-989
In this study we investigated the extent to which the family environment predicted differences in trajectories of adaptive development in young children with Down syndrome. The sample was comprised of 54 children with Down syndrome and their families who were studied from infancy through the age of 5 years as part of a longitudinal study of children with disabilities. Hierarchical linear modeling (HLM) was used to estimate the parameters of hierarchical growth models in domains of adaptive development. Results indicated that growth in communication, daily living skills, and socialization domains were predicted by measures of the family environment (i.e., family cohesion and mother-child interaction) above and beyond that predicted by maternal education. Further, Bayley MDI measures during infancy did not predict changes in adaptive development in any of the domains. The results are discussed in terms of implications for service provision and for expanding theoretical frameworks to include the development of children with disabilities. 相似文献
15.
This study employed hierarchical linear models (HLM) to investigate Peer‐Led Guided Inquiry (PLGI), a teaching practice combining cooperative learning and inquiry and tailored for a large class. Ultimately, the study provided an example of the effective introduction of a reform pedagogical approach in a large class setting. In the narrative, the strengths of HLM as a statistical technique are discussed in the context of pedagogical reforms, and the case is made for the use of HLM in rigorous determinations of both effectiveness and equity associated with reform practices. The implementation of PLGI in a college‐level general chemistry course is also described. For the study, two general HLM models suited to investigating reform were developed and utilized to examine the effectiveness and equity of PLGI as implemented in this setting. The models showed that the reform was associated with statistically significant improvement over traditional pedagogy in terms of academic performance on multiple measures, but achieving equity remained elusive: the consequences of pre‐existing achievement gaps did not lessen as a result of reform implementation. The analysis led to several implications for educational research, particularly in terms of evaluating pedagogical reforms, as well as for teaching. Choosing effective and equitable pedagogies for classroom implementation remains a critical goal for classes of any size. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 794–811, 2008 相似文献
16.
刘作奎 《首都师范大学学报(社会科学版)》2006,16(4):22-29
西方学术界对20世纪20年代英法关系的研究有如下特点:1.从20世纪30年代到现在,研究的视点和成果不断丰富,总体上经历了奠基、沉寂、景气、繁荣和完善几个阶段;2.学术观点主要分为三派,研究方式和观点的变化折射了国际关系理论发展过程中的两次争论;3.研究模式相对固定化,多从专题和事件两方面来进行研究。 相似文献
17.
18.
Gary R. Pike 《Research in higher education》1991,32(5):499-524
Calls for accountability, coupled with a desire to improve teaching and learning, have prompted many colleges and universities to consider ways of assessing the effects of postsecondary education on student growth and development. Despite widespread support for the concept of assessing student change, relatively few institutions have implemented this type of assessment, in part because of a concern about the best method of measuring change. This article describes the use of structural equation models with latent variables to assess the effects of education on change. Advantages of using structural equation models with latent variables include error-free measurement of change, direct tests of the assumptions underlying change research, along with the power and flexibility of maximum likelihood estimation. An analysis of data on freshman-to-senior gains provides evidence of the advantages of latent variable structural equation modeling and also suggests that the group differences identified by traditional analysis of variance and covariance techniques may be an artifact of measurement error. 相似文献
19.
C L Wesson 《Exceptional children》1990,57(3):246-256
This investigation focused on the effects of two independent variables: (a) teacher-developed goals and monitoring systems versus a curriculum-based measurement (CBM) goal and monitoring system; and (b) individual expert versus group follow-up consultation. The dependent data were academic achievement measures. Subjects were 55 special education, elementary school students with mild and moderate disabilities randomly assigned to one of four treatment conditions: A, teacher-developed goal and progress monitoring with individual expert follow-up consultation; B, CBM goal and progress monitoring with individual expert follow-up consultation; C, teacher-developed goal and progress monitoring with group follow-up consultation; and D, CBM goal and progress monitoring with group follow-up consultation. Results showed that groups employing CBM and group consultation generally out-performed the other groups. Implications included expanded use of CBM goals and progress monitoring and continued study of collaboration as a method of CBM program implementation. 相似文献
20.
The ability to differentiate classroom behaviour management (CBM) strategies is an important skill for novice teachers in increasingly diverse classrooms. Worldwide, little is known about the curriculum content offered to pre-service teachers in the area of CBM. This article reports the findings from the first nationwide survey of Australian primary pre-service teacher educators coordinating units and programmes with CBM content. Twenty-five Australian tertiary institutions with primary programmes participated, providing information on 102 of the 118 units with CBM content. Stand-alone units were offered in 68% of programmes and embedded in 96% of programmes. Unit coordinators included a mean of 8.3 approaches/models per unit. They commonly included applied behaviour analysis, decisive discipline, positive behaviour intervention and support, and choice theory/reality therapy, among the 36 approaches/models listed. More than half (57.9%) of the stand-alone units and only 20% of embedded units were coordinated by an academic with a stated CBM research interests. Units coordinated by an academic with CBM research interests contained more hours/model and included research-based models more often than those without CBM research interests, although they still included non-research-based models. 相似文献