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1.
Decision-making in the child protection system is influenced by multiple factors; agency and geographic contexts, caseworker attributes, and families’ unique circumstances all likely play a role. In this study, we use the second cohort of the National Survey of Child and Adolescent Well-Being to explore how these factors are associated with two key case decisions—substantiation and removal to out-of-home care. Analyses are conducted using weighted hierarchical linear models. We find that substantiation is strongly influenced by agency factors, particularly constraints on service accessibility. Substantiation is less likely when agencies can provide services to unsubstantiated cases and when collaboration with other social institutions is high. This supports the concept that substantiation may be a gateway to services in some communities. Agency factors contributed less to the probability of removal among substantiated cases, though time resources and constraints on decision-making had some influence. For both substantiation and removal risks, county, caseworker, and child characteristics were less influential than agency characteristics and family risk factors. 相似文献
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本文结合全国范围内的一项抽样调查数据,以多层线性模型(HLM)为分析工具,考察了个体和单位两个层次的因素对科研人员获取项目资源的影响效应及影响机制.研究发现,科研人员在项目资源获得数量上的总体差异,既受性别、教育程度、职称、权力、私人关系等个体特征的影响,也有相当部分差异可以归因于单位类型、科研实力、单位规模等组织属性,后者所能解释的方差比例占到了近五分之一.单位属性既直接影响了不同科研机构的平均项目资源量,也结构性地调整了不同单位内个体特征对于项目资源获得的影响效应.对科研人员项目资源获得及相关的资源分配不平等等问题的探讨,需要重视对结构性、制度性因素(如单位属性)的把握和认识. 相似文献
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The study investigates measurement properties of the reading assessment tasks used in the IEA 1991 Reading Literacy (RL) study and the Progress in International Readings Study (PIRLS) 2001 study. The analysis is based on data from the Swedish PIRLS study, comprising 16,676 students in grades 3 and 4. As an extension to the basic design, not only the PIRLS tasks were administered, but each student also completed 1 of the 2 booklets from the 1991 study. Using missing-data modeling techniques, confirmatory factor analysis models were estimated and tested for the complete set of reading tasks. Results show that both sets of tasks measure comprehension of reading continuous text, but that each of them also represents unique sources of variance. In the RL instrument, reading speed is one such component, and performance on tasks from the documents domain is another. The PIRLS tasks are influenced by the requirement to produce constructed responses. It is also demonstrated that the shared context among items referring to a particular text is a source of systematic variance. 相似文献
4.
Marina-Stefania Giannakaki 《Educational Research and Evaluation》2013,19(4):323-348
This paper reports on a longitudinal study that examines how a national reform introduced in England in the field of adult literacy, language, and numeracy is affecting teachers. The paper focuses on the use of a mixed methodology to explore teachers' attitudes to the reform and how these change over time. The quantitative strand includes the construction and use of a Likert-type instrument for measuring the attitudes of a panel of 1,500 teachers. The qualitative strand builds on the quantitative results and includes focus groups and in-depth interviews with a subsample of teachers in the panel. As the study is still in its initial phase, the purpose is not to present findings, but to discuss how quantitative and qualitative evidence can be combined in evaluation research. 相似文献
5.
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
6.
In 1983, Heyneman and Loxley stated that in low income countries, school-level factors could account for a greater proportion of variance in student achievement as compared to student-level characteristics. The phenomenon has come to be known as the “HL effect” and signaled the important role of schools in developing countries. This study investigated the presence of the HL effect using a longitudinal sample of 1790 11.5-year-old students from 60 schools in a developing country, the Philippines. The main variables of interest were related to socioeconomic status and proxy measures of school quality. The correlates of achievement were explored using two-level multilevel modeling, while controlling for students’ prior ability. While findings did not support the presence of the HL effect in the sample, with schools accounting for only 3–5% of overall conditional variance, schools were found to be important in the production of higher achievement scores. 相似文献
7.
硕士学位点的发展情况直接决定了我国硕士研究生教育的规模和结构,是我国以硕士学位授权体系为核心的硕士研究生教育发展规模的最直接反映.本文以我国31个省级行政单位硕士学位点随时间变化的发展情况为研究对象,采用多层线性模型(HLM)分析技术,构建了区域硕士学位授权体系发展模型,并基于追踪数据进行了实证分析.所得结论如下:第一,我国各省硕士学位点的发展情况表现出显著的差异性.第二,我国各省硕士学位点的发展随时间变化呈现非线性增长趋势(曲线),且该趋势的具体特征表现为减速增长.第三,经济发展水平对各省硕士学位授权体系发展的差异程度存在显著的影响,且对其硕士学位点的增长率也存在显著影响.最后,还存在其他因素对我国以硕士学位点为基础的区域硕士学位授权体系发展差异产生影响. 相似文献
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9.
The role of team behavioral integration and cohesion in shaping individual improvisation 总被引：2，自引：0，他引：2
The notion of improvisation has recently emerged in managerial studies as a viable answer to flexibly dealing with unexpected occurrences. Nonetheless, research on improvisation has essentially approached the issue through a metaphorical framework, and has regularly relied on conceptual frameworks residing either at the individual or the team-level. We investigate how team-level processes affect individual improvisation in complex project domains. Using data from 138 team leaders and members belonging to 38 information systems development teams, we test cross-level hypotheses through hierarchical linear modeling. Team behavioral integration and team cohesion positively affect individual improvisation. Moreover, cohesion positively moderates the influence of team behavioral integration on individual improvisation. In concluding this paper we offer theoretical and practical implications. 相似文献
10.
The purpose of this study is to analyze the effects of student and course characteristics on student satisfaction in courses
by using a two-level hierarchical linear model (HLM). Based on literature reviews, 13 research variables (1 student gender,
2 student academic year, 3 student major, 4 student reason for taking the course, 5 student level of course participation,
6 student expected grade, 7 student achieved grade, 8 faculty gender, 9 faculty age, 10 faculty status, 11 academic field
of the course, 12 class size, and 13 course type) were selected and specified as fixed effects in the analysis model. Data
were 57,216 ratings of 1,481 undergraduate liberal arts courses at Seoul National University in 2006. The result of unconditional
model analysis revealed that student characteristics’ effects on student satisfaction in courses (within-course effects, 88.1%)
were much larger than course characteristics’ effects (between-courses effects, 11.9%). The result of conditional model analysis
specifying student and course level predictors revealed that those 12 research variables, with the exception of student gender,
had statistically significant effects on student satisfaction in courses. The explained variance was 22.0% in student level,
65.8% in course level, and 27.2% of the total variance.
An earlier version of this paper was presented at the 8th International Conference on Education Research, Seoul National University, Seoul, Korea, October 23–25, 2007. 相似文献