On the Estimation of Nonlinear Mixed-Effects Models and Latent Curve Models for Longitudinal Data     

Shelley A. Blozis  Jeffrey R. Harring 《Structural equation modeling》2016,23(6):904-920

Nonlinear models are effective tools for the analysis of longitudinal data. These models provide a flexible means for describing data that follow complex forms of change. Exponential and logistic functions that include a parameter to represent an asymptote, for instance, are useful for describing responses that tend to level off with time. There are forms of nonlinear latent curve models and nonlinear mixed-effects model that are equivalent, and so given the same set of data, growth function, distributional assumptions, and method of estimation, the 2 models yield equivalent results. There are also forms that are strikingly different and can yield different interpretations for a given set of data. This article discusses cases in which nonlinear mixed-effects models and nonlinear latent curve models are equivalent and those in which they are different and clarifies the estimation needs of the different models. Examples based on empirical data help to illustrate these points.  相似文献   

Promoting middle school students’ proportional reasoning skills through an ongoing professional development programme for teachers     

Annette Hilton  Geoff Hilton  Shelley Dole  Merrilyn Goos 《Educational Studies in Mathematics》2016,92(2):193-219

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The Conceptualization and Development of the Practical Epistemology in Science Survey (PESS)     

Villanueva  Mary Grace  Hand  Brian  Shelley  Mack  Therrien  William 《Research in Science Education》2019,49(3):635-655

Research in Science Education - Various inquiry approaches have been promoted in science classrooms as a way for students to engage in, and have a deeper understanding of scientific discourse....  相似文献   

A methodological proposal for learning games selection and quality assessment     

Claudio Dondi  Michela Moretti 《British journal of educational technology : journal of the Council for Educational Technology》2007,38(3):502-512

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Cross-Case Study of Self-Regulated Learning as a Series of Events     

Allyson Fiona Hadwin  Laura Boutara  Trista Knoetzke  Shelley Thompson 《Educational Research and Evaluation》2013,19(4-6):365-417

This exploratory cross-case study: (a) examined self-regulated learning (SRL) during 3 studying episodes, and (b) explored ways 8 students of varying proficiencies productively self-regulated their learning. Profiles of SRL were constructed by examining traces of studying activity, test performance, and student reflections. Profiles were used to: (a) identify individual strengths and weaknesses, (b) compare pairs of High, Low, Average, and Improving students, and (c) construct a model of SRL proficiency. SRL proficiency (skill, will, and adaptation) was not consistent with performance. This study illustrates the importance of collecting multiple measures of SRL as a series of events over time.  相似文献   

Coding and Centering of Time in Latent Curve Models in the Presence of Interindividual Time Heterogeneity     

Shelley A. Blozis  Young Il Cho 《Structural equation modeling》2013,20(3):413-433

The coding of time in latent curve models has been shown to have important implications in the interpretation of growth parameters. Centering time is often done to improve interpretation but may have consequences for estimated parameters. This article studies the effects of coding and centering time when there is interindividual heterogeneity in time such as when longitudinal responses are dependent on a point of origin that varies between individuals. Using representative examples that differ in their degree of interindividual time heterogeneity, we compare different models based on alternative forms of coding and centering of time to evaluate potential for biased estimates. Recommendations are made for studies marked by heterogeneity in time measures.  相似文献   

Interactive TV as an option in early childhood teacher education     

Tom Reed  Anne Crout Shelley  Marilyn Izzard 《Journal of Early Childhood Teacher Education》2013,34(4):247-253

Abstract

The qualitative study examined the processes and approaches to collaboration, reflection, and dialogue of preservice and mentoring teachers who were engaged in a yearlong internship experience. Within the context of a university course grounded in constructivism, social constructivism, and the concept of teacher as researcher, the study explored the social interactions of the teachers throughout the course of the school day. Teachers were observed in the process of planning and reflecting on daily classroom activities through collaborative meetings with a focus on the teaching and learning process. The preservice teachers were educated in the use of the main principles described by the Reggio Emilia Approach ‐ collaboration reflection, and dialogue (Edwards, Gandini &; Forman, 1998) and thus, served as a guide for the collaborative interactions with the mentoring teachers.  相似文献   

Exploring young and adult learners' perceptions of corrective feedback in ASR‐based CALL system     

Yi Hsuan Wang  Shelley S‐C. Young 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(3):E77-E80

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Student Authoritarianism and Teacher Authoritarianism as Factors in the Determination of Student Performance and Attitudes     

Richard L. Weiss  Stephen M. Sales  Shelley Bode 《Journal of Experimental Education》2013,81(4):83-87

Recent investigations designed to elucidate the teacher behaviors which are facilitative of positive student attitudes and increased student performance have presented inconsistent results. It is hypothesized that the inconsistency between studies may be due to an interaction between teacher characteristics and student characteristics in the determination of the dependent variables involved. To test this hypothesis, teachers and students in a West Coast high school were administered a revised version of the California F-Scale (a measure of authoritarianism). High- and Low-F groups of both teachers and students were selected, and students’ grades and attitudes toward their teachers were observed. It was found that High-F students exposed to Low-F teachers showed particularly low attitudes toward their teachers and particularly low grades. Data for other combinations of student and teacher characteristics were essentially equivalent.  相似文献   

Distance learners of German and intercultural competence     

Uwe Baumann  Monica Shelley 《Open Learning》2013,28(3):191-204

The article describes a research project undertaken with advanced adult learners of German at a distance at The Open University, United Kingdom. Their gains in intercultural competence were investigated by looking at how far the students met the prescribed learning outcomes, their knowledge items, language skills, attitudes towards Germans and their assessment results. The findings show that this particular group of learners felt that they had achieved the different requirements of the stated learning outcomes to a surprisingly high level and demonstrated a high level of intercultural competence. In addition, these learners were able to articulate their opinions of commonly held attitudes and stereotypical views about Germans and offered reflective insights into why their personal attitudes differed in many respects from more commonly held views.  相似文献