A Comparison of Techniques for Handling and Assessing the Influence of Mobility on Student Achievement

Autor/inn/en	Smith, Lindsey J. Wolff; Beretvas, S. Natasha
Titel	A Comparison of Techniques for Handling and Assessing the Influence of Mobility on Student Achievement
Quelle	In: Journal of Experimental Education, 85 (2017) 1, S.3-23 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0973
DOI	10.1080/00220973.2015.1065217
Schlagwörter	Student Mobility; Academic Achievement; Simulation; Influences; At Risk Students; Hierarchical Linear Modeling; Educational Research; Children; Longitudinal Studies; Surveys; Grade 3; Item Response Theory; Markov Processes; Monte Carlo Methods; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Schulleistung; Simulation program; Simulationsprogramm; Influence; Einfluss; Einflussfaktor; Bildungsforschung; Pädagogische Forschung; Child; Kind; Kinder; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Survey; Umfrage; Befragung; School year 03; 3. Schuljahr; Schuljahr 03; Item-Response-Theorie; Markowscher Prozess; Monte-Carlo-Methode
Abstract	Conventional multilevel modeling works well with purely hierarchical data; however, pure hierarchies rarely exist in real datasets. Applied researchers employ ad hoc procedures to create purely hierarchical data. For example, applied educational researchers either delete mobile participants' data from the analysis or identify the student only with the last school attended while including an explanatory variable indicating whether a student is mobile. This simulation study compared the parameter and standard error estimates of these two ad hoc procedures for handling and assessing the influence of mobility on outcomes with results based on use of the multiple membership random effects model. Substantial bias was found for some parameters when multiple membership data structures were ignored. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01