Literaturnachweis - Detailanzeige
Autor/inn/en | Heck, Ronald H.; Reid, Tingting; Leckie, George |
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Titel | Incorporating Student Mobility in Studying Academic Growth in Math: Comparing Several Alternative Multilevel Formulations |
Quelle | In: School Effectiveness and School Improvement, 33 (2022) 4, S.516-543 (28 Seiten)Infoseite zur Zeitschrift
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Zusatzinformation | ORCID (Heck, Ronald H.) ORCID (Reid, Tingting) ORCID (Leckie, George) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0924-3453 |
DOI | 10.1080/09243453.2022.2060265 |
Schlagwörter | Student Mobility; Mathematics Achievement; Growth Models; Educational Improvement; Kindergarten; Grade 1; Grade 2; Grade 3; Grade 4; Elementary Education; Student Characteristics; Institutional Characteristics; Early Childhood Longitudinal Survey Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Teaching improvement; Unterrichtsentwicklung; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Elementarunterricht |
Abstract | Increasing pupil mobility has led to widespread concern among parents, educators, and policymakers regarding its negative effects on academic performance. An important issue in examining mobility effects in longitudinal school achievement comparisons is providing accurate estimates. The presence of pupil mobility suggests that we should model pupils as belonging to the series of schools attended and not just their first or final school. We discuss several challenges in accounting for student mobility and, because of the presence of mobile pupils, how to represent the contribution of multiple schools attended on estimating academic growth properly. We then contrast several previous longitudinal multilevel models utilized with two cross-classified multiple membership (CCMM) models, which have been proposed to cumulate annual school effects on pupils' academic growth better given the complexity of the multilevel data structure. We discuss our results in terms of their theoretical and practical implications for research on school academic improvement. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |