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Mixture modeling is a widely applied data analysis technique used to identify unobserved heterogeneity in a population. Despite mixture models' usefulness in practice, one unresolved issue in the application of mixture models is that there is not one commonly accepted statistical indicator for deciding on the number of classes in a study population. This article presents the results of a simulation study that examines the performance of likelihood-based tests and the traditionally used Information Criterion (ICs) used for determining the number of classes in mixture modeling. We look at the performance of these tests and indexes for 3 types of mixture models: latent class analysis (LCA), a factor mixture model (FMA), and a growth mixture models (GMM). We evaluate the ability of the tests and indexes to correctly identify the number of classes at three different sample sizes (n = 200, 500, 1,000). Whereas the Bayesian Information Criterion performed the best of the ICs, the bootstrap likelihood ratio test proved to be a very consistent indicator of classes across all of the models considered. 相似文献
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Bengt Persson 《欧洲特需教育杂志》2013,28(4):337-347
According to Swedish legislation as well as laws pertaining to disabled citizens, Swedish schools are to be accessible for all children and adolescents. This implies that disabilities of any type must not be allowed to prevent students from completing their schooling on their own terms. The purpose of this research was to study the degree to which the Swedish school is accessible for all students. A total 200 professionals and politicians were interviewed alongside more than 30 upper secondary school students. The results show that the ambition level is high with regard to adapting educational programmes for the disabled student group, especially in the rhetoric of politicians and civil servants. However, in practice, teachers and head teachers have considerably more difficulty in delivering to students satisfactory schooling. This is often due to conflict between the striving for inclusion and the difficulty adapting learning environments during everyday classroom instruction. By use of institutional theory the study demonstrates that intentions as described of responsible politicians are altered in the system when confronted with the institutional reality. Schools’ meeting the natural variation of difference in the student group causes complications in educational work in which various solutions are attempted. When educational differentiation is found wanting in attempts to meet students’ various needs, various types of special solutions are sought, which have the objective of reducing heterogeneity among the students. This type of organisational differentiation seems accepted and legitimised where it concerns students having various kinds of school‐related difficulties, while seeming to create a disadvantage for some other students. One should understand this as thought coercion, where pressure from professionals in schools leaves little room for other strategies and in which the concept of the inclusive school is challenged. 相似文献
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In this article we describe a structural equation modeling (SEM) framework that allows nonnormal skewed distributions for the continuous observed and latent variables. This framework is based on the multivariate restricted skew t distribution. We demonstrate the advantages of skewed SEM over standard SEM modeling and challenge the notion that structural equation models should be based only on sample means and covariances. The skewed continuous distributions are also very useful in finite mixture modeling as they prevent the formation of spurious classes formed purely to compensate for deviations in the distributions from the standard bell curve distribution. This framework is implemented in Mplus Version 7.2. 相似文献
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Achievement modeling is carried out in groups of students characterized by heterogeneous instructional background. Extensions of item response theory models incorporate variables reflecting different amounts of opportunity-to-leam (OTL). The effects of these OTL variables are studied with respect to their influence on both the latent trait and the item performance directly. Such direct effects may reflect instructionally sensitive items. U.S. eighth-grade mathematics data from the Second International Mathematics Study are analyzed. Here, the same test is taken by students enrolled in typical instruction and students enrolled in elementary algebra classes. It is shown that the new analysis provides a more detailed way to examine the influence of instruction on responses to test items than does conventional item response theory. 相似文献
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Bengt O. Muthén 《Journal of Educational Measurement》1991,28(4):338-354
This article analyzes mathematics achievement data from the Second International Mathematics Study (SIMS; Crosswhite, Dossey, Swafford, McKnight, & Cooney, 1985) in which U.S. students are measured at the beginning and end of eighth grade. The aim of the article is to address some substantive analysis questions in the SIMS data and show the potential of multilevel factor analysis methodology. Issues related to between- and within-class decomposition of achievement variance and the change of this decomposition over the course of the eighth grade are studied. As a starting point, random effects ANOVA is considered for each achievement score. Each score contains a large amount of measurement error. The effects of unreliability on variance decomposition are shown with the help of a multilevel factor analysis model. Unreliability has severely distorting effects on this type of ANOVA while multilevel factor analysis gives results corresponding to what would be obtained with perfectly reliable scores. 相似文献
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Ingrid Pramling Samuelsson Maj Asplund Carlsson Bengt Olsson Niklas Pramling Cecilia Wallerstedt 《International Journal of Early Years Education》2009,17(2):119-135
In this article, the theoretical framework of developmental pedagogy is presented as a tool in studying and developing children’s knowing within the arts. The domains of art focused on are music, poetry and dance/aesthetic movement. Through empirical examples from a large‐scale research project, we illustrate the tools of developmental pedagogy and show how this perspective contributes to our understanding of children’s learning of music, dance and poetry. More specifically, we will analyse: (a) the important role of the teacher in children’s learning within the arts; (b) the importance of conversing when learning the arts; (c) what constitutes the knowledge, what we refer to as ‘learning objects’, to be appropriated within the three domains of art focused on; and (d) how to conceive of progression in children’s knowing within the arts. 相似文献
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Av forskarassistent fil. lic. Bengt‐Erik Andersson 《Scandinavian Journal of Educational Research》2013,57(1):65-79
This study was designed to investigate the cross‐cultural similarity of vocational interests as measured by the Strong Interest Inventory. An Icelandic version of the SII was administered to Icelandic college students studying medicine, business, library science, geology, biology, psychology, theology, and nursing. 290 first year students were tested, and 123 students approaching final exams of whom 80 were re‐tested two years later. Reliability coefficients for the scales (occupational themes, interests, occupations and the special scales) varied from 0.79 to 0.89. On the basis of the US norms 74‐83 percent of students were correctly classified into their actual professional group. The results indicate that US norms are valid for Icelandic college students and allow for satisfying prediction of educational and vocational choice. This may indicate that the US norms of the SII could be applicable for other Nordic college students. SII scale scores for all groups indicate identical interest structure for Icelandic and US groups of the same field of study. 相似文献
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Summaries English This paper presents the results of a study of the development of pupils’ knowledge of the process of photosynthesis and the related biological processes of respiration, breathing and digestion. The information already known to primary pupils untutored in biology was assessed and the changes effected by teaching were monitored in the secondary school. The results indicate that concepts which are wrong but which are nevertheless meaningful to the learner may escape detection by the usual methods of testing and are highly resistant to replacement by correct information. The formation of wrong concepts may predate formal instruction or may arise during the course of instruction as a result of the inappropriate use of subsuming information. 相似文献
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Forms of knowledge and modes of innovation 总被引：5，自引：0，他引：5
This paper contrasts two modes of innovation. One, the Science, Technology and Innovation (STI) mode, is based on the production and use of codified scientific and technical knowledge. The other, the Doing, Using and Interacting (DUI) mode, relies on informal processes of learning and experience-based know-how. Drawing on the results of the 2001 Danish DISKO Survey, latent class analysis is used to identify groups of firms that practice the two modes with different intensities. Logit regression analysis is used to show that firms combining the two modes are more likely to innovate new products or services than those relying primarily on one mode or the other. The paper concludes by considering the implications for benchmarking innovation systems and for innovation policy. 相似文献