Estimation of MIMIC Model Parameters with Multilevel Data     

W. Holmes Finch  Brian F. French 《Structural equation modeling》2013,20(2):229-252

The purpose of this simulation study was to assess the performance of latent variable models that take into account the complex sampling mechanism that often underlies data used in educational, psychological, and other social science research. Analyses were conducted using the multiple indicator multiple cause (MIMIC) model, which is a flexible and effective tool for relating observed and latent variables. The data were simulated in a hierarchical framework (e.g., individuals nested in schools) so that a multilevel modeling approach would be appropriate. Analyses were conducted accounting for and not accounting for the nested data to determine the impact of ignoring such multilevel data structures in full structural equation models. Results highlight the differences in modeling results when the analytic strategy is congruent with the data structure and what occurs when this congruency is absent. Type I error rates and power for the standard and multilevel methods were similar for within-cluster variables and for the multilevel model with between-cluster variables. However, Type I error rates were inflated for the standard approach when modeling between-cluster variables.  相似文献   

Modeling Nonlinear Structural Equation Models: A Comparison of the Two-Stage Generalized Additive Models and the Finite Mixture Structural Equation Model     

W. Holmes Finch 《Structural equation modeling》2013,20(1):60-75

Researchers have devoted some time and effort to developing methods for fitting nonlinear relationships among latent variables. In particular, most of these have focused on correctly modeling interactions between 2 exogenous latent variables, and quadratic relationships between exogenous and endogenous variables. All of these approaches require prespecification of the nonlinearity by the researcher, and are limited to fairly simple nonlinear relationships. Other work has been done using mixture structural equation models (SEMM) in an attempt to fit more complex nonlinear relationships. This study expands on this earlier work by introducing the 2-stage generalized additive model (2SGAM) approach for fitting regression splines in the context of structural equation models. The model is first described and then investigated through the use of simulated data, in which it was compared with the SEMM approach. Results demonstrate that the 2SGAM is an effective tool for fitting a variety of nonlinear relationships between latent variables, and can be easily and accurately extended to models including multiple latent variables. Implications of these results are discussed.  相似文献   

The relationship between behavioural integrity,competence, goodwill,trustworthiness, and motivating language of a principal     

William T. Holmes  Michele A. Parker 《School Leadership & Management》2018,38(4):435-456

Utilising the oral language of a principal leading an inner-city at-risk elementary school in a large urban school district in the southwestern USA, the researchers tested behavioural integrity and the dimensions of source credibility (competence, goodwill, and trustworthiness) as antecedents to Motivating Language Theory and the ML Model. Teacher perception data at the Title I elementary school was used for this quantitative study. Over 95% of the teachers responded to a survey each year for a three-year period. Each year, there were statistically significant correlations between each of the antecedents and motivating language. The antecedents accounted for 66–75% of the total variance for motivating language depending on the year based on regression analysis. The results of this study extend the field of Motivating Language Theory and the ML Model, and further explain how the work of principals is accomplished.  相似文献   

Unequal and unrepresented: political inequity and the people’s voice in the new gilded age     

Jamie Holmes 《International Journal of Lifelong Education》2020,39(3):328-330

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What do we mean by science education for civic engagement?     

John L. Rudolph  Shusaku Horibe 《科学教学研究杂志》2016,53(6):805-820

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Using the results of assessment for improvement     

Linda B. Rudolph  Daniel J. Poje  Janice Van Dyke 《Assessment Update》1994,6(5):4-7

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How newly qualified primary teachers develop: A case study in rural Eritrea     

Abraham Belay  Freweini Ghebreab  Tewolde Ghebremichael  Asmerom Ghebreselassie  John Holmes  Goodith White 《International Journal of Educational Development》2007,27(6):669-682

This paper reports on the professional development of a small group of newly qualified teachers (NQTs) who began their careers in four rural schools in Eritrea. These teachers were monitored over a period of four years from 2001 to 2004. Their development as primary practitioners was recorded by videoing and observing their classes and by interviews and informal discussions held over the period. The ways in which they developed and the factors involved in this development are analysed and discussed.It is hoped that this research offers an insight into the challenges faced by newly qualified teachers in small rural communities, often very much dependant on their own resources and those of the local community. This indicates ways in which the current programme and on-going in-service provision may be targeted in future. An important point is made that in spite of the unusual circumstances of education in Eritrea this research provides insights that are relevant to other sociocultural contexts.  相似文献   

The transition from school to the world of work in the German Democratic Republic     

Wolfgang Rudolph 《Prospects》1989,19(1):93-102

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My tongue on your theory: the bittersweet reminder of every-thing unnameable     

Rachel Holmes 《Discourse: Studies in the Cultural Politics of Education》2016,37(5):662-679

ABSTRACT

Across research in UK Higher Education, the most immanent demands for quality have taken the shape of the Research Assessment Exercise and the Research Excellence Framework (REF). The theorist, Martin, is cautious of the relationship academics have engendered with the process of the REF, asking are we actually creating a Frankenstein monster, becoming complicit in generating quality thresholds and standards that will become our own tormentors? I am taken by the idea of the monster when pursuing alternative discourses of childhood in educational research – fear of its potential to torment seduces me with the promise of dis-order, de-formity, chaos and mutation. The aim of this paper is to resist a fixed, knowable form of ‘quality’ (in) research, moving between the idea of ‘monster’ and the formlessness of ‘monstrosity’ to oppose the epistemological, ontological and ethical paradigms of reason.  相似文献   

Book reviews     

George Alexander  Mark Holmes  Giuliana Colalillo  Edward N. Herberg 《Interchange》1978,10(1):82-90

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