You searched for subject:(HLM).
Showing records 1 – 30 of
91 total matches.
◁ [1] [2] [3] [4] ▶
North Carolina State University
1.
Stone-Wiggins, Brenda.
Predicting the Interest of Coalition Members in Utlizing Technical Assistance Support Systems.
Degree: PhD, Psychology, 2009, North Carolina State University
URL: http://www.lib.ncsu.edu/resolver/1840.16/3136 
► ABSTRACT STONE-WIGGINS, BRENDA PATRICIA. Predicting the Interest of Coalition Members in Utilizing Technical Assistance Support Systems (Under the direction of Roger E. Mitchell.) Objective: Technical…
(more)
▼ ABSTRACT
STONE-WIGGINS, BRENDA PATRICIA. Predicting the Interest of Coalition Members in Utilizing Technical Assistance Support Systems (Under the direction of Roger E. Mitchell.)
Objective: Technical assistance (TA) systems have emerged as an important capacity-building strategy to increase the effectiveness of community prevention coalitions. However, the availability of TA does not necessarily translate into utilization. This study explored whether coalition members’ interest in utilizing TA is predicted by coalition member characteristics (i.e., age, education, gender, commitment, perceived skills, perceived benefits of participation, perceived coalition strength), coalition leader characteristics (i.e., leader’s interest in TA), and coalition functioning (i.e., effectiveness with regard to structure, collaboration and programming).
Methods: This cross-sectional study utilized existing data from coalition members (n=168), coalition leaders (n=22), and ratings of coalition programming from community key informants (n=141), all of which were associated with 22 health-oriented, community prevention coalitions. The dependent variable was the coalition members’ self-identified interest in TA. Principal component analysis confirmed that the 13-item Interest in TA scale represented a single factor.
Analysis: Hierarchical Linear Modeling (
HLM) analyses indicated that 12% of the variance in member interest in TA was due to group level factors.
HLM was used to examine the relationships among the predictors and members’ interest in TA.
Results: Members’ perceived skills was significantly related to members’ interest in TA (T=3.48, df=160, p=0.001) as predicted. Commitment was also significantly and positively related to interest in TA (T=2.38, df=160, p=0.019). In addition, members who perceived their coalition as weak were significantly more likely to be interested in TA (T=-2.63, df=160, p=0.010). Coalitions weaker in structure, collaboration and programming (as rated by leaders and key informants) were also more likely to have members interested in TA, although not at a level that reached significance. The small number of cases at the coalition level may have limited statistical power.
Conclusion: Members who perceived their coalition as weak were more interested in TA, suggesting that weaker coalitions may be accessible to TA providers. However, members with lower commitment and skills had less interest in utilizing TA. Suggestions for future research and intervention are discussed.
Advisors/Committee Members: Roger E. Mitchell, Committee Chair (advisor), Craig C. Brookins, Committee Member (advisor), Debra J. Holden, Committee Member (advisor), Jacquelyn W. McClelland, Committee Member (advisor).
Subjects/Keywords: HLM; coalition; technical assistance
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Stone-Wiggins, B. (2009). Predicting the Interest of Coalition Members in Utlizing Technical Assistance Support Systems. (Doctoral Dissertation). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/3136
Chicago Manual of Style (16th Edition):
Stone-Wiggins, Brenda. “Predicting the Interest of Coalition Members in Utlizing Technical Assistance Support Systems.” 2009. Doctoral Dissertation, North Carolina State University. Accessed December 12, 2019.
http://www.lib.ncsu.edu/resolver/1840.16/3136.
MLA Handbook (7th Edition):
Stone-Wiggins, Brenda. “Predicting the Interest of Coalition Members in Utlizing Technical Assistance Support Systems.” 2009. Web. 12 Dec 2019.
Vancouver:
Stone-Wiggins B. Predicting the Interest of Coalition Members in Utlizing Technical Assistance Support Systems. [Internet] [Doctoral dissertation]. North Carolina State University; 2009. [cited 2019 Dec 12].
Available from: http://www.lib.ncsu.edu/resolver/1840.16/3136.
Council of Science Editors:
Stone-Wiggins B. Predicting the Interest of Coalition Members in Utlizing Technical Assistance Support Systems. [Doctoral Dissertation]. North Carolina State University; 2009. Available from: http://www.lib.ncsu.edu/resolver/1840.16/3136
2.
Dalton, Teresa A.
The Expanding Definition Of Crime And Its Effect On The Individual: A Multilevel Modeling Analysis.
Degree: PhD, Quantitative Research Methods, 2010, U of Denver
URL: https://digitalcommons.du.edu/etd/795
► Incarceration is one of the most extreme exercises of state power. For the past twenty-five years the rates at which states have been locking…
(more)
▼ Incarceration is one of the most extreme exercises of state power. For the past twenty-five years the rates at which states have been locking up their residents have been growing at a distressing pace. While violent crime rates have been declining, arrest rates for lower-level crimes have been steadily rising. Two new indices are developed to explain the relationship between lower-level crime and violent crime – the punitive severity index (PSI) and the punitive progression index (PPI). The PSI is the ratio of low-level crime to violent crime, a static indicator of punitiveness, while the PPI is a measure of the rate of growth towards or away from a more punitive approach to law enforcement. The PSI and probation rates are two important factors for predicting incarceration rates, explaining 98.6% of the variation in incarceration rates.
Hierarchical modeling was used to test hypotheses about the influence of the PSI, the PPI, and other state-level contextual variables on sentence length. At the individual level, the model suggests the race of the inmate has some, though nonsignificant, influence on sentence length. At the state level, PPI is significant (p = .011) for predicting states' average sentence length. Type of state probation system oversight, either judicial or executive, also significantly affected length of sentence, with judicial oversight associated with shorter periods of incarceration.
Advisors/Committee Members: Kathy Green.
Subjects/Keywords: criminal justice industrial complex; HLM; punitiveness
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Dalton, T. A. (2010). The Expanding Definition Of Crime And Its Effect On The Individual: A Multilevel Modeling Analysis. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/795
Chicago Manual of Style (16th Edition):
Dalton, Teresa A. “The Expanding Definition Of Crime And Its Effect On The Individual: A Multilevel Modeling Analysis.” 2010. Doctoral Dissertation, U of Denver. Accessed December 12, 2019.
https://digitalcommons.du.edu/etd/795.
MLA Handbook (7th Edition):
Dalton, Teresa A. “The Expanding Definition Of Crime And Its Effect On The Individual: A Multilevel Modeling Analysis.” 2010. Web. 12 Dec 2019.
Vancouver:
Dalton TA. The Expanding Definition Of Crime And Its Effect On The Individual: A Multilevel Modeling Analysis. [Internet] [Doctoral dissertation]. U of Denver; 2010. [cited 2019 Dec 12].
Available from: https://digitalcommons.du.edu/etd/795.
Council of Science Editors:
Dalton TA. The Expanding Definition Of Crime And Its Effect On The Individual: A Multilevel Modeling Analysis. [Doctoral Dissertation]. U of Denver; 2010. Available from: https://digitalcommons.du.edu/etd/795
Texas A&M University
3.
Byrd, Jimmy.
A Monte Carlo Investigation of Three Different Estimation Methods in Multilevel Structural Equation Modeling Under Conditions of Data Nonnormality and Varied Sample Sizes.
Degree: 2010, Texas A&M University
URL: http://hdl.handle.net/1969.1/ETD-TAMU-2008-12-248
► The purpose of the study was to examine multilevel regression models in the context of multilevel structural equation modeling (SEM) in terms of accuracy of…
(more)
▼ The purpose of the study was to examine multilevel regression models in the context of multilevel structural equation modeling (SEM) in terms of accuracy of parameter estimates, standard errors, and fit indices in normal and
nonnormal data under various sample sizes and differing estimators (maximum likelihood, generalized least squares, and weighted least squares). The finding revealed that the
regression coefficients were estimated with little to no bias among the study design conditions investigated. However, the number of clusters (group level) appeared to
have the greatest impact on bias among the parameter estimate standard errors at both level-1 and level-2. In small sample sizes (i.e., 300 and 500) the standard errors
were negatively biased. When the number of clusters was 30 and cluster size was held at 10, the level-1 standard errors were biased downward by approximately 20% for the
maximum likelihood and generalized least squares estimators, while the weighted least squares estimator produced level-1 standard errors that were negatively biased by 25%. Regarding the level-2 standard errors, the
level-2 standard errors were biased downward by
approximately 24% in nonnormal data, especially when the correlation among variables was fixed at .5 and kurtosis
was held constant at 7. In this same setting (30 clusters with cluster size fixed at 10), when kurtosis was fixed at 4 and the correlation among variables was held at .7, both the maximum likelihood and generalized least squares estimators resulted in standard errors that were biased downward by approximately 11%. Regarding fit statistics, negative bias was noted among each of the fit indices investigated when the number of clusters ranged from 30 to 50 and cluster size was fixed at 10. The least amount of bias was associated with the maximum likelihood estimator in each of the data normality
conditions examined. As sample size increased, bias decreased to near zero when the sample size was equal to or greater than 1,500 with similar results reported across
estimation methods. Recommendations for the substantive researcher are presented and areas of future research are presented.
Advisors/Committee Members: Thompson, Bruce (advisor), Willson, Victor (committee member), Kwok, Oi-Man (committee member), Capraro, Robert (committee member).
Subjects/Keywords: Multilevel Regression
HLM
Structural Equation Modeling
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Byrd, J. (2010). A Monte Carlo Investigation of Three Different Estimation Methods in Multilevel Structural Equation Modeling Under Conditions of Data Nonnormality and Varied Sample Sizes. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2008-12-248
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Byrd, Jimmy. “A Monte Carlo Investigation of Three Different Estimation Methods in Multilevel Structural Equation Modeling Under Conditions of Data Nonnormality and Varied Sample Sizes.” 2010. Thesis, Texas A&M University. Accessed December 12, 2019.
http://hdl.handle.net/1969.1/ETD-TAMU-2008-12-248.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Byrd, Jimmy. “A Monte Carlo Investigation of Three Different Estimation Methods in Multilevel Structural Equation Modeling Under Conditions of Data Nonnormality and Varied Sample Sizes.” 2010. Web. 12 Dec 2019.
Vancouver:
Byrd J. A Monte Carlo Investigation of Three Different Estimation Methods in Multilevel Structural Equation Modeling Under Conditions of Data Nonnormality and Varied Sample Sizes. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2019 Dec 12].
Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2008-12-248.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Byrd J. A Monte Carlo Investigation of Three Different Estimation Methods in Multilevel Structural Equation Modeling Under Conditions of Data Nonnormality and Varied Sample Sizes. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2008-12-248
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Penn State University
4.
Wasserman, Rachel H.
The Role of Working Alliance in the Treatment of Borderline
Personality Disorder.
Degree: PhD, Psychology, 2010, Penn State University
URL: https://etda.libraries.psu.edu/catalog/12165
► The primary aim of the proposed research is to understand a proposed mechanism of change in psychotherapy for Borderline Personality Disorder (BPD) through examination of…
(more)
▼ The primary aim of the proposed research is to
understand a proposed mechanism of change in psychotherapy for
Borderline Personality Disorder (BPD) through examination of the
relationship between alliance and outcome in two well established
treatments for BPD. BPD is costly, painful, debilitating, and
deadly, and thus, represents a serious clinical and public health
concern. Across multiple studies of Axis I psychopathology,
alliance has been shown to be a robust predictor of outcome. In
addition, formation of an alliance has been written about
extensively in theoretical descriptions of the treatment of BPD.
However, little systematic research has been conducted to determine
the relationship between alliance and outcome in BPD. The
maximization of efficacy in the treatment of BPD depends upon
understanding the specific mechanisms that characterize the
disorder and that determine clinical change. Here, we examined
working alliance in BPD, with a well standardized observer-rated
measure (WAI) and a well characterized and representative sample of
reliably diagnosed patients. We used archival data from a
randomized clinical trial, including well characterized and
standardized treatments to minimize competence as a confound for
alliance. Through direct investigation of the alliance in a well
controlled study of treatments for BPD, we begin to answer
important questions regarding the role of alliance in therapeutic
change with this population. The long-term goal of this research
program is to elucidate the technical, relational, and contextual
mechanisms of change in the treatment of specific psychological
disorders, and to facilitate the translation of these findings into
the validation and dissemination of efficacious treatments. Three
foundational questions regarding the alliance in BPD were posed: 1)
do treatment differences exist in the formation of early alliance,
in line with emphasis on supportive and validating techniques early
in treatment? 2) is alliance predictive of treatment
retention/termination in this population? And 3) is alliance
predictive of treatment response in BPD? Analysis of variance,
survival analysis and hierarchical linear models were used to
address these questions. It was found that working alliance was
positive and equivalent treatments indicating that despite
technical differences in approach, that therapists in all three
treatment conditions were able to foster generally positive working
relationships with their patients in the initial sessions of
therapy. With respect to early termination, treatment type was
found to be marginally associated with risk of dropout while
working alliance was found to be significantly predictive of
treatment retention. Hierarchical linear models were used to
investigate the relationship of working alliance to initial
symptomatic distress and functional impairment as well as to change
during treatment. Consistent with predictions, working alliance was
found to be associated with functional impairment but not
symptomatic distress at the start of treatment.…
Subjects/Keywords: borderline personality disorder; alliance; psychotherapy
research; HLM
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Wasserman, R. H. (2010). The Role of Working Alliance in the Treatment of Borderline
Personality Disorder. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/12165
Chicago Manual of Style (16th Edition):
Wasserman, Rachel H. “The Role of Working Alliance in the Treatment of Borderline
Personality Disorder.” 2010. Doctoral Dissertation, Penn State University. Accessed December 12, 2019.
https://etda.libraries.psu.edu/catalog/12165.
MLA Handbook (7th Edition):
Wasserman, Rachel H. “The Role of Working Alliance in the Treatment of Borderline
Personality Disorder.” 2010. Web. 12 Dec 2019.
Vancouver:
Wasserman RH. The Role of Working Alliance in the Treatment of Borderline
Personality Disorder. [Internet] [Doctoral dissertation]. Penn State University; 2010. [cited 2019 Dec 12].
Available from: https://etda.libraries.psu.edu/catalog/12165.
Council of Science Editors:
Wasserman RH. The Role of Working Alliance in the Treatment of Borderline
Personality Disorder. [Doctoral Dissertation]. Penn State University; 2010. Available from: https://etda.libraries.psu.edu/catalog/12165
University of Minnesota
5.
Lee, Kyoungwon.
The role of social class models in the relationship between socioeconomic status and academic achievement.
Degree: PhD, Educational Psychology, 2009, University of Minnesota
URL: http://purl.umn.edu/52307
► Educational models of achievement almost always include SES measures but these measures are typically selected in an atheoretical way. Using social class theories to conceptualize…
(more)
▼ Educational models of achievement almost always include SES measures but these measures are typically selected in an atheoretical way. Using social class theories to conceptualize SES in a study and to help select SES measures should enhance the credibility of inferences. The social class theory literature was reviewed and used to identify SES measures consistent with particular theories. The reviewed social class theories were Weberian, Marxian and Occupationalist theories and SES measures consistent with these theories were income, education, and occupation, respectively. A meta-analysis was used to provide an empirical test of the effect of selecting SES measures in a theoretically grounded way on the relationship between SES and achievement. The results indicated that there were small differences favoring the theoretically grounded measures. The importance of educational researchers turning to the social class literature for guidance in conceptualizing and measuring SES is discussed.
Subjects/Keywords: HLM; Meta-Analysis; SES; Educational Psychology
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Lee, K. (2009). The role of social class models in the relationship between socioeconomic status and academic achievement. (Doctoral Dissertation). University of Minnesota. Retrieved from http://purl.umn.edu/52307
Chicago Manual of Style (16th Edition):
Lee, Kyoungwon. “The role of social class models in the relationship between socioeconomic status and academic achievement.” 2009. Doctoral Dissertation, University of Minnesota. Accessed December 12, 2019.
http://purl.umn.edu/52307.
MLA Handbook (7th Edition):
Lee, Kyoungwon. “The role of social class models in the relationship between socioeconomic status and academic achievement.” 2009. Web. 12 Dec 2019.
Vancouver:
Lee K. The role of social class models in the relationship between socioeconomic status and academic achievement. [Internet] [Doctoral dissertation]. University of Minnesota; 2009. [cited 2019 Dec 12].
Available from: http://purl.umn.edu/52307.
Council of Science Editors:
Lee K. The role of social class models in the relationship between socioeconomic status and academic achievement. [Doctoral Dissertation]. University of Minnesota; 2009. Available from: http://purl.umn.edu/52307
University of Rochester
6.
Topciu, Raluca Antoaneta (1972 - ).
Fluctuations of perceived stress and fatigue impact in
patients with relapsing remitting multiple sclerosis and the
moderating role of coping mechanisms : a diary study.
Degree: PhD, 2013, University of Rochester
URL: http://hdl.handle.net/1802/27923
► Fatigue is one of the most common and time enduring symptom in patients with relapsing-remitting multiple sclerosis and has a profound impact on their quality…
(more)
▼ Fatigue is one of the most common and time enduring
symptom in patients with relapsing-remitting multiple sclerosis and
has a profound impact on their quality of life and well-being.
Previous research has shown a relation between objective stress
(stressful life events) and disease exacerbation manifested by
various symptoms, including fatigue. The subjective component of
stress and its temporal fluctuations were not studied in relation
to fatigue in these patients. The present study explored the
hypothesis that weekly fluctuations of perceived stress influence
the weekly fluctuations of fatigue impact in patients with
relapsing-remitting multiple sclerosis. In addition, the researcher
explored whether the relation between perceived stress and fatigue
impact may be moderated by factors such as disease duration and
coping mechanisms. Seventy-eight patients with relapsing-remitting
multiple sclerosis offered weekly self-report data on perceived
stress and fatigue impact over the course of a year. Hierarchical
linear models were used to test the study hypotheses. Results
revealed that perceived stress has an influence on the same week,
as well as following week, fatigue impact. Further, only the
relation between perceived stress and following week fatigue impact
was found to be moderated by the disease duration and coping
mechanisms. The findings suggest that perceived stress is a
contributing factor to fatigue in individuals with multiple
sclerosis. Clinical implications and directions for future research
are discussed.
Subjects/Keywords: Fatigue; HLM; Longitudinal; Multiple sclerosis; Stress
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Topciu, R. A. (. -. ). (2013). Fluctuations of perceived stress and fatigue impact in
patients with relapsing remitting multiple sclerosis and the
moderating role of coping mechanisms : a diary study. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/27923
Chicago Manual of Style (16th Edition):
Topciu, Raluca Antoaneta (1972 - ). “Fluctuations of perceived stress and fatigue impact in
patients with relapsing remitting multiple sclerosis and the
moderating role of coping mechanisms : a diary study.” 2013. Doctoral Dissertation, University of Rochester. Accessed December 12, 2019.
http://hdl.handle.net/1802/27923.
MLA Handbook (7th Edition):
Topciu, Raluca Antoaneta (1972 - ). “Fluctuations of perceived stress and fatigue impact in
patients with relapsing remitting multiple sclerosis and the
moderating role of coping mechanisms : a diary study.” 2013. Web. 12 Dec 2019.
Vancouver:
Topciu RA(-). Fluctuations of perceived stress and fatigue impact in
patients with relapsing remitting multiple sclerosis and the
moderating role of coping mechanisms : a diary study. [Internet] [Doctoral dissertation]. University of Rochester; 2013. [cited 2019 Dec 12].
Available from: http://hdl.handle.net/1802/27923.
Council of Science Editors:
Topciu RA(-). Fluctuations of perceived stress and fatigue impact in
patients with relapsing remitting multiple sclerosis and the
moderating role of coping mechanisms : a diary study. [Doctoral Dissertation]. University of Rochester; 2013. Available from: http://hdl.handle.net/1802/27923
Georgia State University
7.
Timberlake, Allison M.
Sample Size in Ordinal Logistic Hierarchical Linear Modeling.
Degree: PhD, Educational Policy Studies, 2011, Georgia State University
URL: https://scholarworks.gsu.edu/eps_diss/72
► Most quantitative research is conducted by randomly selecting members of a population on which to conduct a study. When statistics are run on a…
(more)
▼ Most quantitative research is conducted by randomly selecting members of a population on which to conduct a study. When statistics are run on a sample, and not the entire population of interest, they are
subject to a certain amount of error. Many factors can impact the amount of error, or bias, in statistical estimates. One important factor is sample size; larger samples are more likely to minimize bias than smaller samples. Therefore, determining the necessary sample size to obtain accurate statistical estimates is a critical component of designing a quantitative study.
Much research has been conducted on the impact of sample size on simple statistical techniques such as group mean comparisons and ordinary least squares regression. Less sample size research, however, has been conducted on complex techniques such as hierarchical linear modeling (
HLM).
HLM, also known as multilevel modeling, is used to explain and predict an outcome based on knowledge of other variables in nested populations. Ordinal logistic
HLM (OLHLM) is used when the outcome variable has three or more ordered categories. While there is a growing body of research on sample size for two-level
HLM utilizing a continuous outcome, there is no existing research exploring sample size for OLHLM.
The purpose of this study was to determine the impact of sample size on statistical estimates for ordinal logistic hierarchical linear modeling. A Monte Carlo simulation study was used to investigate this research query. Four variables were manipulated: level-one sample size, level-two sample size, sample outcome category allocation, and predictor-criterion correlation. Statistical estimates explored include bias in level-one and level-two parameters, power, and prediction accuracy.
Results indicate that, in general, holding other conditions constant, bias decreases as level-one sample size increases. However, bias increases or remains unchanged as level-two sample size increases, holding other conditions constant. Power to detect the independent variable coefficients increased as both level-one and level-two sample size increased, holding other conditions constant. Overall, prediction accuracy is extremely poor. The overall prediction accuracy rate across conditions was 47.7%, with little variance across conditions. Furthermore, there is a strong tendency to over-predict the middle outcome category.
Advisors/Committee Members: Phill Gagné, L. Juane Heflin, Deanne Swan, Regine Haardörfer, John Young.
Subjects/Keywords: ordinal logistic HLM; hierarchical linear modeling; HLM; simulation study; sample size; Education; Education Policy
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Timberlake, A. M. (2011). Sample Size in Ordinal Logistic Hierarchical Linear Modeling. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/72
Chicago Manual of Style (16th Edition):
Timberlake, Allison M. “Sample Size in Ordinal Logistic Hierarchical Linear Modeling.” 2011. Doctoral Dissertation, Georgia State University. Accessed December 12, 2019.
https://scholarworks.gsu.edu/eps_diss/72.
MLA Handbook (7th Edition):
Timberlake, Allison M. “Sample Size in Ordinal Logistic Hierarchical Linear Modeling.” 2011. Web. 12 Dec 2019.
Vancouver:
Timberlake AM. Sample Size in Ordinal Logistic Hierarchical Linear Modeling. [Internet] [Doctoral dissertation]. Georgia State University; 2011. [cited 2019 Dec 12].
Available from: https://scholarworks.gsu.edu/eps_diss/72.
Council of Science Editors:
Timberlake AM. Sample Size in Ordinal Logistic Hierarchical Linear Modeling. [Doctoral Dissertation]. Georgia State University; 2011. Available from: https://scholarworks.gsu.edu/eps_diss/72
Université de Sherbrooke
8.
Dion-Lessard, Geneviève.
Influence de l'environnement physique et social du milieu HLM sur l’expérience de la parentalité en contexte d'immigration
.
Degree: 2017, Université de Sherbrooke
URL: http://hdl.handle.net/11143/11400
► Au Québec, les nouveaux arrivants sont de plus en plus représentés dans les habitations à loyer modique (HLM), particulièrement dans les habitations destinées aux familles.…
(more)
▼ Au Québec, les nouveaux arrivants sont de plus en plus représentés dans les habitations à loyer modique (
HLM), particulièrement dans les habitations destinées aux familles. En plus d’avoir pour mission d’offrir des logements sécuritaires et de qualité aux ménages à faible revenu, les offices municipaux d’habitation (OMH) soutiennent aussi l’établissement d’interventions sociocommunautaires favorisant le mieux-être des résidents en
HLM. Or, mobiliser la participation des parents aux différentes activités offertes, et plus spécifiquement la participation des parents issus de l’immigration, demeure un défi. Cette observation soulève donc des questions quant à l’expérience spécifique des parents immigrants dans ce milieu de vie. Ainsi, en se basant sur un cadre conceptuel interactionniste symbolique, l’objectif général de la thèse est de mieux comprendre le vécu de la parentalité pour les immigrants qui résident en
HLM par le biais de leur propre point de vue. Pour ce faire, lors d’entrevues semi-structurées individuelles auprès de sept parents résidant dans trois
HLM pour familles de la ville de Sherbrooke, deux thèmes sont explorés : un premier lié à la signification de l’expérience de la parentalité chez ces parents, et un second lié aux éléments de l’environnement physique et social ayant pu exercer une influence sur l’expérience de la parentalité. L’utilisation d’une méthode d’analyse thématique permet d’identifier les thèmes saillants qui ressortent du discours des parents. En lien avec la première question de recherche, deux dimensions principales de la parentalité ressortent, soit une dimension conceptuelle et une dimension expérientielle (affective et comportementale). Puis, à titre de facteurs d’influence sur l’expérience de la parentalité, plusieurs éléments de l’environnement résidentiel, autant sur le plan physique (p. ex., les caractéristiques de la construction des infrastructures, la localisation), que social (p. ex., les interventions sur place, les interactions avec le voisinage) se démarquent. Qui plus est, l’histoire personnelle et migratoire des parents, ainsi que des éléments contextuels du pays d’accueil, apparaissent également à titre d’éléments influençant la parentalité. Ainsi, par la mise en valeur de l’importance de l’environnement et de la culture sur l’expérience de la parentalité, les résultats de la thèse appuient la pertinence de prendre en compte le point de vue et l’expérience des parents immigrants dans le développement de services qui leur sont destinés, et ce, particulièrement dans leur milieu de vie.
Advisors/Committee Members: Fraser, Sarah-Louise (advisor), Lagueux, Fabienne (advisor).
Subjects/Keywords: Parentalité;
Immigration;
Milieu résidentiel;
HLM;
Logement social;
Interactionnisme symbolique
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Dion-Lessard, G. (2017). Influence de l'environnement physique et social du milieu HLM sur l’expérience de la parentalité en contexte d'immigration
. (Doctoral Dissertation). Université de Sherbrooke. Retrieved from http://hdl.handle.net/11143/11400
Chicago Manual of Style (16th Edition):
Dion-Lessard, Geneviève. “Influence de l'environnement physique et social du milieu HLM sur l’expérience de la parentalité en contexte d'immigration
.” 2017. Doctoral Dissertation, Université de Sherbrooke. Accessed December 12, 2019.
http://hdl.handle.net/11143/11400.
MLA Handbook (7th Edition):
Dion-Lessard, Geneviève. “Influence de l'environnement physique et social du milieu HLM sur l’expérience de la parentalité en contexte d'immigration
.” 2017. Web. 12 Dec 2019.
Vancouver:
Dion-Lessard G. Influence de l'environnement physique et social du milieu HLM sur l’expérience de la parentalité en contexte d'immigration
. [Internet] [Doctoral dissertation]. Université de Sherbrooke; 2017. [cited 2019 Dec 12].
Available from: http://hdl.handle.net/11143/11400.
Council of Science Editors:
Dion-Lessard G. Influence de l'environnement physique et social du milieu HLM sur l’expérience de la parentalité en contexte d'immigration
. [Doctoral Dissertation]. Université de Sherbrooke; 2017. Available from: http://hdl.handle.net/11143/11400
Texas A&M University
9.
Lewinski, Christi Nicole.
The incidence of death among low-risk populations: a multi-level analysis.
Degree: 2007, Texas A&M University
URL: http://hdl.handle.net/1969.1/5971
► This study utilized a multi-level model to examine the impact of religion as an occupation on mortality. Death certificate data were used to examine clergy…
(more)
▼ This study utilized a multi-level model to examine the impact of religion as an occupation on mortality. Death certificate data were used to examine clergy mortality and compares them to census categorized professionals, counseling professionals and unmarried clergy. Individuals mortality exist in, and is influenced by the state they resided and died in. Because of this, they are not only examined on the individual level, they are also nested in their respective state of death. A series of hierarchical linear models were estimated in order to determine the effects of the different influence levels (individual and state). Findings suggest that clergy have a significant life advantage over professionals and counseling professionals. Married clergy have significant years of life disadvantage when compared to unmarried clergy. Implications of this research are discussed and considerations for future research are presented.
Advisors/Committee Members: Poston, Dudley L. (advisor), Albrecht, Don (committee member), Saenz, Regelio (committee member).
Subjects/Keywords: mortality; religion; demography; HLM
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Lewinski, C. N. (2007). The incidence of death among low-risk populations: a multi-level analysis. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/5971
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Lewinski, Christi Nicole. “The incidence of death among low-risk populations: a multi-level analysis.” 2007. Thesis, Texas A&M University. Accessed December 12, 2019.
http://hdl.handle.net/1969.1/5971.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Lewinski, Christi Nicole. “The incidence of death among low-risk populations: a multi-level analysis.” 2007. Web. 12 Dec 2019.
Vancouver:
Lewinski CN. The incidence of death among low-risk populations: a multi-level analysis. [Internet] [Thesis]. Texas A&M University; 2007. [cited 2019 Dec 12].
Available from: http://hdl.handle.net/1969.1/5971.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Lewinski CN. The incidence of death among low-risk populations: a multi-level analysis. [Thesis]. Texas A&M University; 2007. Available from: http://hdl.handle.net/1969.1/5971
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Georgia State University
10.
McMurray, Kelly.
A Monte Carlo Study of Fit Indices in Hierarchical Linear Models.
Degree: PhD, Educational Policy Studies, 2010, Georgia State University
URL: https://scholarworks.gsu.edu/eps_diss/52
► In educational research, students often exist in a multilevel social setting that can be identified by students within classrooms, classrooms nested in schools, schools nested…
(more)
▼ In educational research, students often exist in a multilevel social setting that can be identified by students within classrooms, classrooms nested in schools, schools nested in school districts, school districts nested in school counties, and school counties nested in states. These are considered hierarchical, nested, or multilevel because students are within the same community and share similar experiences which have the potential to influence an outcome. Because students within the same classrooms have similar characteristics, conclusions made on these students cannot be independent. To adapt to the hierarchical, multilevel, or nested data structure, multilevel analysis techniques such as hierarchical linear modeling (
HLM) can be used to analyze the data.
One purpose of
HLM is to specify a model that includes appropriate random effects (Guo, 2005). One method which should be considered for inclusion or exclusion of random effects and to evaluate the goodness of fit of the final model to the data is the comparison of models with different specifications of random effects based on Akaike Information Criterion (AIC), Bayesian Information Criterion (BIC) , or Deviance Information Criterion (DIC) which corrects for bias induced by sample size and number of random effects. AIC, BIC, and DIC are information criteria that measure the statistical fit of a model. There has not been any research conducted in the multilevel literature about the impact of sample size and information criteria.
This Monte Carlo Monte Carlo simulation compared the influence of sample size on the ability to select the best model in two-level hierarchical models using the information criteria Akaike Information Criterion, Bayesian Information Criterion, and Deviance Information Criterion. Results of this investigation showed that all three information criteria had very low or nonexistent success in choosing the best hierarchical linear model.
Advisors/Committee Members: Phillip Gagne - Chair, Carolyn Furlow, Katrina Staley, T. Chris Oshima.
Subjects/Keywords: BIC; AIC; HLM; information criteria; Education; Education Policy
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
McMurray, K. (2010). A Monte Carlo Study of Fit Indices in Hierarchical Linear Models. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/52
Chicago Manual of Style (16th Edition):
McMurray, Kelly. “A Monte Carlo Study of Fit Indices in Hierarchical Linear Models.” 2010. Doctoral Dissertation, Georgia State University. Accessed December 12, 2019.
https://scholarworks.gsu.edu/eps_diss/52.
MLA Handbook (7th Edition):
McMurray, Kelly. “A Monte Carlo Study of Fit Indices in Hierarchical Linear Models.” 2010. Web. 12 Dec 2019.
Vancouver:
McMurray K. A Monte Carlo Study of Fit Indices in Hierarchical Linear Models. [Internet] [Doctoral dissertation]. Georgia State University; 2010. [cited 2019 Dec 12].
Available from: https://scholarworks.gsu.edu/eps_diss/52.
Council of Science Editors:
McMurray K. A Monte Carlo Study of Fit Indices in Hierarchical Linear Models. [Doctoral Dissertation]. Georgia State University; 2010. Available from: https://scholarworks.gsu.edu/eps_diss/52
Georgia State University
11.
Cannon, Joanna Erin.
Effectiveness of a Computer-Based Syntax Program in Improving the Morphosyntax of Students Who are Deaf/Hard of Hearing.
Degree: PhD, Educational Psychology and Special Education, 2010, Georgia State University
URL: https://scholarworks.gsu.edu/epse_diss/63
► The purpose of this study was to determine if the frequent use of LanguageLinks: Syntax Assessment and Intervention (LL), produced by Laureate Learning Systems,…
(more)
▼ The purpose of this study was to determine if the frequent use of LanguageLinks: Syntax Assessment and Intervention (LL), produced by Laureate Learning Systems, Inc., as a supplemental classroom activity, affected morphosyntax structures (determiners, tense, and complementizers) in participants who are Deaf/Hard of Hearing (DHH) and use American Sign Language (ASL). Twenty-six students from an urban day school for the Deaf participated in this study. Two hierarchical linear modeling (
HLM) growth curve analyses were used to examine the influence of LL on the comprehension of morphosyntax based on two dependent variables: 1) the scores from LL’s Optimized Intervention (OI; Wilson, 2003) reports; and 2) the scores from a subset of the Comprehension of Written Grammar (CWG; Easterbrooks, 2010) test. The results of the
HLM analyses revealed that time was a statistically significant indicator of progress on both dependent variables: 1) LL, t(25) = 4.510, p < .001, and 2) CWG, t(25) = 4.750, p < .001. Two independent variables served as predictors of where the participants started on the level-1 intercept of the growth curve: 1) Degree of Hearing Loss; and 2) Age. The results indicated that Age, t(23) = 2.182, p = .039, was a statistically significant predictor of the level-1 intercept. A second set of independent variables served as predictors of change over time on the growth curve: 1) Diagnostic Evaluation of Language Variation Norm-Referenced (DELV-NR; Seymour, Roeper, & de Villiers, 2005) pretest scores on the syntax and semantic subtest; and 2) the Basic Reading Inventory (BRI; Johns, 2008) scores. The results indicated that the BRI scores, t(22) = 3.522, p = .002, were statistically significant predictors of change over time on the LL program. A dependent t-test was used to examine the comprehension of morphosyntax based on the third dependent variable of the DELV-NR assessment, and revealed statistically significant results on the syntax subtest, t(25) = -2.394, p = .024. The daily use of LL affected the morphosyntax of the participants in this study and may be an evidence-based practice for students who are DHH and use ASL.
Advisors/Committee Members: Dr. Susan R. Easterbrooks - Committee Chair, Dr. Kathryn W. Heller - Committee Member, Dr. Kim Viel-Ruma - Committee Member, Dr. Nicole Patton-Terry - Committee Member, Dr. Phillip Gagne - Committee Member.
Subjects/Keywords: Deaf; multimedia; HLM; language; Educational Psychology; Special Education and Teaching
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Cannon, J. E. (2010). Effectiveness of a Computer-Based Syntax Program in Improving the Morphosyntax of Students Who are Deaf/Hard of Hearing. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/epse_diss/63
Chicago Manual of Style (16th Edition):
Cannon, Joanna Erin. “Effectiveness of a Computer-Based Syntax Program in Improving the Morphosyntax of Students Who are Deaf/Hard of Hearing.” 2010. Doctoral Dissertation, Georgia State University. Accessed December 12, 2019.
https://scholarworks.gsu.edu/epse_diss/63.
MLA Handbook (7th Edition):
Cannon, Joanna Erin. “Effectiveness of a Computer-Based Syntax Program in Improving the Morphosyntax of Students Who are Deaf/Hard of Hearing.” 2010. Web. 12 Dec 2019.
Vancouver:
Cannon JE. Effectiveness of a Computer-Based Syntax Program in Improving the Morphosyntax of Students Who are Deaf/Hard of Hearing. [Internet] [Doctoral dissertation]. Georgia State University; 2010. [cited 2019 Dec 12].
Available from: https://scholarworks.gsu.edu/epse_diss/63.
Council of Science Editors:
Cannon JE. Effectiveness of a Computer-Based Syntax Program in Improving the Morphosyntax of Students Who are Deaf/Hard of Hearing. [Doctoral Dissertation]. Georgia State University; 2010. Available from: https://scholarworks.gsu.edu/epse_diss/63
Penn State University
12.
Grove, Randall Allen.
EFFECT OF BLOCK SCHEDULING ON STUDENT ACHIEVEMENT SCORES ON
THE PENNSYLVANIA SYSTEM OF ASSESSMENT ELEVENTH GRADE MATH AND
READING EXAMS.
Degree: EdD, Educational Administration, 2009, Penn State University
URL: https://etda.libraries.psu.edu/catalog/9782
► This study quantitatively examined the effect of block scheduling on student achievement. Specifically, the study compared student achievement as measured by the Pennsylvania System of…
(more)
▼ This study quantitatively examined the effect of block
scheduling on student achievement. Specifically, the study compared
student achievement as measured by the Pennsylvania System of
School Assessments (PSSA) Reading and Math exams between students
in block scheduled schools and traditionally scheduled schools. The
sample for this study included over 53,000 individual student
scores from public high schools in the south central region of
Pennsylvania. The data sets used for analysis included individual
student test results from the 2003, 2004 and 2005 administrations
of the 11th grade PSSA Math and Reading Exams. This study utilized
a hierarchical linear model analysis to examine the effects of
school schedule type while attempting to control for student and
school level variables. The dependent variables for level one were:
IEP status, LEP status, economically disadvantaged status, gender
and ethnicity. The dependent variables for level two were: school
setting, percentage of economically disadvantaged students, and
schedule type. Analysis of the data indicated that school schedules
had no statistically significant impact on student achievement
scores after controlling for student and school level variables.
The study included an extensive literature review and implications
for further research both nationally and in Pennsylvania. Contains
90 references.
Subjects/Keywords: quantitative; HLM; state testing; block scheduling;
student achievement; PSSA
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Grove, R. A. (2009). EFFECT OF BLOCK SCHEDULING ON STUDENT ACHIEVEMENT SCORES ON
THE PENNSYLVANIA SYSTEM OF ASSESSMENT ELEVENTH GRADE MATH AND
READING EXAMS. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/9782
Chicago Manual of Style (16th Edition):
Grove, Randall Allen. “EFFECT OF BLOCK SCHEDULING ON STUDENT ACHIEVEMENT SCORES ON
THE PENNSYLVANIA SYSTEM OF ASSESSMENT ELEVENTH GRADE MATH AND
READING EXAMS.” 2009. Doctoral Dissertation, Penn State University. Accessed December 12, 2019.
https://etda.libraries.psu.edu/catalog/9782.
MLA Handbook (7th Edition):
Grove, Randall Allen. “EFFECT OF BLOCK SCHEDULING ON STUDENT ACHIEVEMENT SCORES ON
THE PENNSYLVANIA SYSTEM OF ASSESSMENT ELEVENTH GRADE MATH AND
READING EXAMS.” 2009. Web. 12 Dec 2019.
Vancouver:
Grove RA. EFFECT OF BLOCK SCHEDULING ON STUDENT ACHIEVEMENT SCORES ON
THE PENNSYLVANIA SYSTEM OF ASSESSMENT ELEVENTH GRADE MATH AND
READING EXAMS. [Internet] [Doctoral dissertation]. Penn State University; 2009. [cited 2019 Dec 12].
Available from: https://etda.libraries.psu.edu/catalog/9782.
Council of Science Editors:
Grove RA. EFFECT OF BLOCK SCHEDULING ON STUDENT ACHIEVEMENT SCORES ON
THE PENNSYLVANIA SYSTEM OF ASSESSMENT ELEVENTH GRADE MATH AND
READING EXAMS. [Doctoral Dissertation]. Penn State University; 2009. Available from: https://etda.libraries.psu.edu/catalog/9782
Louisiana State University
13.
Dahir, Amanda.
An analysis of predictors of exclusionary discipline practices and the relationship with student achievement using hierarchical linear modeling.
Degree: PhD, Psychology, 2010, Louisiana State University
URL: etd-06242010-163803
;
https://digitalcommons.lsu.edu/gradschool_dissertations/1543
► School discipline plays an important role in maintaining a safe and orderly learning environment for students. Disruptive behavior in the classroom interferes with classroom learning…
(more)
▼ School discipline plays an important role in maintaining a safe and orderly learning environment for students. Disruptive behavior in the classroom interferes with classroom learning time making it difficult to accomplish academic goals. A common method of handling discipline problems within schools is removing the disruptive student from their classroom (e.g. suspension or expulsion). There is a great need to study and understand the differences between school disciplinary practices and to allow research findings to guide the way in which discipline is administered. The current study examined a large database for the entire state of Louisiana to determine the relationship between discipline practices and academic achievement for students receiving exclusionary discipline sanctions through the use of hierarchical linear modeling (HLM). Analyses also examined which student and school level variables predict discipline through the use of logistic regression (LR). The LR analysis showed that students identified as male, African American, and Emotionally Disturbed significantly increased their odds of being disciplined. A student identified as Gifted, Mild Mentally Retarded, and Special Education-Other significantly decreased their odds of being disciplined. Results of the HLM analyses showed all discipline variables had significant negative effects on both English Language Arts and Mathematics achievement test scores.
Subjects/Keywords: predictors; discipline; logistic regression; achievement; HLM; expulsion; suspension
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Dahir, A. (2010). An analysis of predictors of exclusionary discipline practices and the relationship with student achievement using hierarchical linear modeling. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-06242010-163803 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1543
Chicago Manual of Style (16th Edition):
Dahir, Amanda. “An analysis of predictors of exclusionary discipline practices and the relationship with student achievement using hierarchical linear modeling.” 2010. Doctoral Dissertation, Louisiana State University. Accessed December 12, 2019.
etd-06242010-163803 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1543.
MLA Handbook (7th Edition):
Dahir, Amanda. “An analysis of predictors of exclusionary discipline practices and the relationship with student achievement using hierarchical linear modeling.” 2010. Web. 12 Dec 2019.
Vancouver:
Dahir A. An analysis of predictors of exclusionary discipline practices and the relationship with student achievement using hierarchical linear modeling. [Internet] [Doctoral dissertation]. Louisiana State University; 2010. [cited 2019 Dec 12].
Available from: etd-06242010-163803 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1543.
Council of Science Editors:
Dahir A. An analysis of predictors of exclusionary discipline practices and the relationship with student achievement using hierarchical linear modeling. [Doctoral Dissertation]. Louisiana State University; 2010. Available from: etd-06242010-163803 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1543
University of California – Riverside
14.
Cornell, Benjamin Laurence.
More Than the Looking Glass: The Associations Between School-Based Recognitions and Student Self-Concept.
Degree: Education, 2017, University of California – Riverside
URL: http://www.escholarship.org/uc/item/4401769s
► Self-concept is related to student academic achievement and locus of control (Coleman et al., 1966), intrapersonal and interpersonal processes (Markus & Wurf, 1987), and many…
(more)
▼ Self-concept is related to student academic achievement and locus of control (Coleman et al., 1966), intrapersonal and interpersonal processes (Markus & Wurf, 1987), and many long-term outcomes, such as satisfaction with one’s job, marriage, and life in general (Mortimer et al., 1982). Although self-concept is fairly malleable in early adolescence, it becomes more stable and rigid in high school (Bachman, O’Malley, & Johnston, 1978; Protinsky & Farrier, 1980). While interventions targeting self-concept have generally been found to be successful (Hattie, 2014), the associations between specific school- based recognitions for achievement and student self-concept have yet to be investigated. Using data from the National Educational Longitudinal Study of 1988 (NCES, 1996), the following analysis investigated the associations between different school-based recognitions for achievement and students’ self-concept. In this study, a set of school- based recognition variables was identified and hierarchical linear modeling (HLM) analyses was used to build an ANCOVA with random effects model predicting student self-concept in the 10th grade while controlling for gender, race, socioeconomic status (SES), and prior self-concept (8th grade) scores. Results indicate support for the use of HLM statistical methods and the inclusion of the aforementioned covariates. However, none of the predictor variables from the identified set of school-based recognition variables were significantly related to self-concept when entered into the model. Implications for school psychology research and practice are presented within a multitiered systems of supports (MTSS) framework, including suggestions for the implementation of positive behavioral interventions and supports (PBIS).
Subjects/Keywords: Educational psychology; HLM; PBIS; recognition; school psychology; self-concept
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Cornell, B. L. (2017). More Than the Looking Glass: The Associations Between School-Based Recognitions and Student Self-Concept. (Thesis). University of California – Riverside. Retrieved from http://www.escholarship.org/uc/item/4401769s
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Cornell, Benjamin Laurence. “More Than the Looking Glass: The Associations Between School-Based Recognitions and Student Self-Concept.” 2017. Thesis, University of California – Riverside. Accessed December 12, 2019.
http://www.escholarship.org/uc/item/4401769s.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Cornell, Benjamin Laurence. “More Than the Looking Glass: The Associations Between School-Based Recognitions and Student Self-Concept.” 2017. Web. 12 Dec 2019.
Vancouver:
Cornell BL. More Than the Looking Glass: The Associations Between School-Based Recognitions and Student Self-Concept. [Internet] [Thesis]. University of California – Riverside; 2017. [cited 2019 Dec 12].
Available from: http://www.escholarship.org/uc/item/4401769s.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Cornell BL. More Than the Looking Glass: The Associations Between School-Based Recognitions and Student Self-Concept. [Thesis]. University of California – Riverside; 2017. Available from: http://www.escholarship.org/uc/item/4401769s
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Florida
15.
Postupack, Rachel A.
A Model of Intra-Individual Variability in Pain Experience Related to Inflammation and Distress in Post-Surgical Women with Gynecologic Malignancies.
Degree: PhD, Psychology - Clinical and Health Psychology, 2016, University of Florida
URL: http://ufdc.ufl.edu/UFE0050162
Subjects/Keywords: cancer; distress; hlm; inflammation; pain
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Postupack, R. A. (2016). A Model of Intra-Individual Variability in Pain Experience Related to Inflammation and Distress in Post-Surgical Women with Gynecologic Malignancies. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0050162
Chicago Manual of Style (16th Edition):
Postupack, Rachel A. “A Model of Intra-Individual Variability in Pain Experience Related to Inflammation and Distress in Post-Surgical Women with Gynecologic Malignancies.” 2016. Doctoral Dissertation, University of Florida. Accessed December 12, 2019.
http://ufdc.ufl.edu/UFE0050162.
MLA Handbook (7th Edition):
Postupack, Rachel A. “A Model of Intra-Individual Variability in Pain Experience Related to Inflammation and Distress in Post-Surgical Women with Gynecologic Malignancies.” 2016. Web. 12 Dec 2019.
Vancouver:
Postupack RA. A Model of Intra-Individual Variability in Pain Experience Related to Inflammation and Distress in Post-Surgical Women with Gynecologic Malignancies. [Internet] [Doctoral dissertation]. University of Florida; 2016. [cited 2019 Dec 12].
Available from: http://ufdc.ufl.edu/UFE0050162.
Council of Science Editors:
Postupack RA. A Model of Intra-Individual Variability in Pain Experience Related to Inflammation and Distress in Post-Surgical Women with Gynecologic Malignancies. [Doctoral Dissertation]. University of Florida; 2016. Available from: http://ufdc.ufl.edu/UFE0050162
University of Victoria
16.
Huang, Chiung-I.
A multilevel analysis of scientific literacy: the effects of students sex, students’ interest in learning science, and school characteristics.
Degree: Dept. of Educational Psychology and Leadership Studies, 2010, University of Victoria
URL: http://hdl.handle.net/1828/3014
► This study investigates the effects of student sex, student’s interest in learning science and school characteristics – school type and school size- on 15-year-old scientific…
(more)
▼ This study investigates the effects of student sex, student’s interest in learning science and school characteristics – school type and school size- on 15-year-old scientific literacy in Canada through
HLM. Using PISA data in 2006, the results showed 19% of the total variability in scientific literacy could be attributed to schools in Canada. There is a significant sex difference in scientific literacy in Canada at the student level. In addition, students’ interest in learning science is related to their scientific literacy significantly. Students who have a higher interest in learning the subjects of physics, chemistry, human biology, astronomy, and geology are predicted to achieve higher science scores than those students who have less interest in learning these subjects. In terms of the school characteristics variables, students who attend public schools have better scientific literacy scores. Also, students who go to bigger schools significantly outperform in scientific literacy.
Advisors/Committee Members: Anderson, John O. (supervisor).
Subjects/Keywords: Scientific literacy; Sex difference; Students' interest; School size; School type; HLM
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Huang, C. (2010). A multilevel analysis of scientific literacy: the effects of students sex, students’ interest in learning science, and school characteristics. (Masters Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/3014
Chicago Manual of Style (16th Edition):
Huang, Chiung-I. “A multilevel analysis of scientific literacy: the effects of students sex, students’ interest in learning science, and school characteristics.” 2010. Masters Thesis, University of Victoria. Accessed December 12, 2019.
http://hdl.handle.net/1828/3014.
MLA Handbook (7th Edition):
Huang, Chiung-I. “A multilevel analysis of scientific literacy: the effects of students sex, students’ interest in learning science, and school characteristics.” 2010. Web. 12 Dec 2019.
Vancouver:
Huang C. A multilevel analysis of scientific literacy: the effects of students sex, students’ interest in learning science, and school characteristics. [Internet] [Masters thesis]. University of Victoria; 2010. [cited 2019 Dec 12].
Available from: http://hdl.handle.net/1828/3014.
Council of Science Editors:
Huang C. A multilevel analysis of scientific literacy: the effects of students sex, students’ interest in learning science, and school characteristics. [Masters Thesis]. University of Victoria; 2010. Available from: http://hdl.handle.net/1828/3014
Virginia Tech
17.
Huang, Shujing.
Shared Leadership: Experimental Evidence On Its Antecedents and Impact on Team Outcomes.
Degree: MS, Psychology, 2010, Virginia Tech
URL: http://hdl.handle.net/10919/76917
► Leadership has been traditionally conceptualized as individual-centered and top-down. However, the fast growing environment creates demands beyond the capabilities of an individual leader and requires…
(more)
▼ Leadership has been traditionally conceptualized as individual-centered and top-down. However, the fast growing environment creates demands beyond the capabilities of an individual leader and requires flexible and adaptive leadership structures in response. The current study built upon research in leadership and teams and employed an iterative experimental design to investigate the emergence of shared leadership through its antecedents (i.e., power structure and role assignment) and examine its impact on team outcomes (i.e., productivity, adaptability and innovation). The relationship between shared leadership and other team properties (i.e., collective efficacy and team cohesiveness) were also scrutinized. Social network analysis (SNA) and growth modeling techniques were utilized. Support for hypotheses was not found. Methodological and analytical limitations and future research directions were discussed.
Advisors/Committee Members: Foti, Roseanne J. (committeechair), Hauenstein, Neil M. A. (committee member), Fritz, Matthew S. (committee member).
Subjects/Keywords: shared leadership; collective leadership; teams; HLM; growth modeling
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Huang, S. (2010). Shared Leadership: Experimental Evidence On Its Antecedents and Impact on Team Outcomes. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/76917
Chicago Manual of Style (16th Edition):
Huang, Shujing. “Shared Leadership: Experimental Evidence On Its Antecedents and Impact on Team Outcomes.” 2010. Masters Thesis, Virginia Tech. Accessed December 12, 2019.
http://hdl.handle.net/10919/76917.
MLA Handbook (7th Edition):
Huang, Shujing. “Shared Leadership: Experimental Evidence On Its Antecedents and Impact on Team Outcomes.” 2010. Web. 12 Dec 2019.
Vancouver:
Huang S. Shared Leadership: Experimental Evidence On Its Antecedents and Impact on Team Outcomes. [Internet] [Masters thesis]. Virginia Tech; 2010. [cited 2019 Dec 12].
Available from: http://hdl.handle.net/10919/76917.
Council of Science Editors:
Huang S. Shared Leadership: Experimental Evidence On Its Antecedents and Impact on Team Outcomes. [Masters Thesis]. Virginia Tech; 2010. Available from: http://hdl.handle.net/10919/76917
Virginia Tech
18.
Meacham, Kristina A.
The Role of Attention in Goal Setting.
Degree: MS, Psychology, 2003, Virginia Tech
URL: http://hdl.handle.net/10919/9917
► This study examined the role of attention in goal setting theory, using techniques adapted from selective attention research. Specifically, it explored activation and suppression of…
(more)
▼ This study examined the role of attention in goal setting theory, using techniques adapted from selective attention research. Specifically, it explored activation and suppression of goal related information in the presence of two conflicting assigned goals. Pre vs. post goal completion and goal commitment were examined as moderators of these attentional effects. In addition, exploratory analyses looked at the impact of individual differences on attention (goal preference & action-state orientation). Analyses were conducted using three-level hierarchical linear modeling (
HLM), where repeated measures occur within trials, which are nested within individuals. In general, results failed to support the hypotheses. However, weak support was found for attentional effects when commitment was also taken into consideration. Further, while commitment was not found to have the strong moderating influence on attention that was hypothesized, there is some evidence for its overall importance to the attentional mechanism of the goal/performance relationship.
Advisors/Committee Members: Donovan, John J. (committeechair), Foti, Roseanne J. (committee member), Hauenstein, Neil M. A. (committee member).
Subjects/Keywords: Goal Setting; Attention; HLM
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Meacham, K. A. (2003). The Role of Attention in Goal Setting. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/9917
Chicago Manual of Style (16th Edition):
Meacham, Kristina A. “The Role of Attention in Goal Setting.” 2003. Masters Thesis, Virginia Tech. Accessed December 12, 2019.
http://hdl.handle.net/10919/9917.
MLA Handbook (7th Edition):
Meacham, Kristina A. “The Role of Attention in Goal Setting.” 2003. Web. 12 Dec 2019.
Vancouver:
Meacham KA. The Role of Attention in Goal Setting. [Internet] [Masters thesis]. Virginia Tech; 2003. [cited 2019 Dec 12].
Available from: http://hdl.handle.net/10919/9917.
Council of Science Editors:
Meacham KA. The Role of Attention in Goal Setting. [Masters Thesis]. Virginia Tech; 2003. Available from: http://hdl.handle.net/10919/9917
University of Ottawa
19.
Bouchard, Marc.
Walking in the City of Ottawa: Pedestrian Volume and its Relationship with Walkability
.
Degree: 2019, University of Ottawa
URL: http://hdl.handle.net/10393/38872
► Walkability indices are currently used for a wide range of research and commercial applications. Few studies have examined the relationship between walkability indices and measured…
(more)
▼ Walkability indices are currently used for a wide range of research and commercial applications. Few studies have examined the relationship between walkability indices and measured pedestrian volume or walking rates, nor explored moderators of pedestrian volume such as weather. With 14 years of traffic study data from the City of Ottawa, a spatial auto-regressive (SAR) multi-level model (MLM) was used to understand the proportion of variance in walking explained by the commercial Walk Score® index and selected weather variables. Modeling revealed that a significant proportion of pedestrian volume at a given location in Ottawa, including its spatial lag, was explained by the corresponding Walk Score® value and its spatial lag (51.45%). Furthermore, weather expressed as a combination of ‘felt’ temperature, presence or absence of precipitation, and percent cloud cover, accounted for 2.79% of the variance in walking. These findings indicate that walkability indices may provide value as cost-effective engineering and urban planning tools.
Subjects/Keywords: Walkability;
Weather;
Pedestrian Volume;
City of Ottawa;
HLM;
Walk Score
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Bouchard, M. (2019). Walking in the City of Ottawa: Pedestrian Volume and its Relationship with Walkability
. (Thesis). University of Ottawa. Retrieved from http://hdl.handle.net/10393/38872
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Bouchard, Marc. “Walking in the City of Ottawa: Pedestrian Volume and its Relationship with Walkability
.” 2019. Thesis, University of Ottawa. Accessed December 12, 2019.
http://hdl.handle.net/10393/38872.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Bouchard, Marc. “Walking in the City of Ottawa: Pedestrian Volume and its Relationship with Walkability
.” 2019. Web. 12 Dec 2019.
Vancouver:
Bouchard M. Walking in the City of Ottawa: Pedestrian Volume and its Relationship with Walkability
. [Internet] [Thesis]. University of Ottawa; 2019. [cited 2019 Dec 12].
Available from: http://hdl.handle.net/10393/38872.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Bouchard M. Walking in the City of Ottawa: Pedestrian Volume and its Relationship with Walkability
. [Thesis]. University of Ottawa; 2019. Available from: http://hdl.handle.net/10393/38872
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Kent State University
20.
Zhang, Han.
Individual cognitive and contextual factors affecting
Chinese students’ mathematical literacy: a hierarchical linear
modeling approach using Program for International Student
Assessment (PISA) 2012.
Degree: PhD, College and Graduate School of Education, Health and
Human Services / School of Foundations, Leadership and
Administration, 2018, Kent State University
URL: http://rave.ohiolink.edu/etdc/view?acc_num=kent1531401210902013
► The purpose of this study was to explore the effects of salient student-, school-, and region-level factors on Chinese students’ mathematical literacy. Secondary data from…
(more)
▼ The purpose of this study was to explore the effects
of salient student-, school-, and region-level factors on Chinese
students’ mathematical literacy. Secondary data from Shanghai, Hong
Kong, Macao, and Chinese Taipei participants of PISA 2012 was
utilized to examine (a) how problem solving skills and noncognitive
learning characteristics are related to mathematical literacy,
while taking into account the effect of covariates; (b) how
school-level factors moderate the relationships between student
level variables and mathematical literacy; and (c) how region level
factors interact with the student and school level variables. Three
level hierarchical linear modeling (
HLM) was selected as the
analytic method due to its capability in exploring multilevel data.
The results of this study indicated that, at student level, actual
behavioral control (mathematics learning behavior and work ethic),
perceived behavioral control (mathematics self-efficacy and
self-concept), and problem solving skills showed positive impact on
Chinese students’ mathematical literacy. At school level, providing
students with cognitive activation in mathematics lessons,
experience with pure mathematics tasks, and mathematics
extracurricular activities helped to improve mathematical literacy;
however, constructivist practice, in terms of teacher behaviors on
student orientation and on formative assessment, showed negative
impact on their mathematical literacy. Finally, three regional
factors (regional infrastructure, educational resources, and
teacher shortage) interacted with applied mathematics tasks at
school and problem solving skills, respectively, to conjointly
impact mathematical literacy. This study also offered implications
for future policy and classroom practice, such as continue
considering teaching general problem solving skills as a critical
aspect in mathematics education.
Advisors/Committee Members: Li, Jian (Committee Chair).
Subjects/Keywords: Education; Education Policy; Problem solving skills; mathematical literacy; HLM; PISA 2012
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Zhang, H. (2018). Individual cognitive and contextual factors affecting
Chinese students’ mathematical literacy: a hierarchical linear
modeling approach using Program for International Student
Assessment (PISA) 2012. (Doctoral Dissertation). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1531401210902013
Chicago Manual of Style (16th Edition):
Zhang, Han. “Individual cognitive and contextual factors affecting
Chinese students’ mathematical literacy: a hierarchical linear
modeling approach using Program for International Student
Assessment (PISA) 2012.” 2018. Doctoral Dissertation, Kent State University. Accessed December 12, 2019.
http://rave.ohiolink.edu/etdc/view?acc_num=kent1531401210902013.
MLA Handbook (7th Edition):
Zhang, Han. “Individual cognitive and contextual factors affecting
Chinese students’ mathematical literacy: a hierarchical linear
modeling approach using Program for International Student
Assessment (PISA) 2012.” 2018. Web. 12 Dec 2019.
Vancouver:
Zhang H. Individual cognitive and contextual factors affecting
Chinese students’ mathematical literacy: a hierarchical linear
modeling approach using Program for International Student
Assessment (PISA) 2012. [Internet] [Doctoral dissertation]. Kent State University; 2018. [cited 2019 Dec 12].
Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1531401210902013.
Council of Science Editors:
Zhang H. Individual cognitive and contextual factors affecting
Chinese students’ mathematical literacy: a hierarchical linear
modeling approach using Program for International Student
Assessment (PISA) 2012. [Doctoral Dissertation]. Kent State University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1531401210902013
Georgia State University
21.
Nguyen-Quan, Michael.
TIMSS 2015: Influences of Student and Classroom Related Background Variables on Eighth-Grade Mathematics Achievement in Asean+3 (APT) Countries.
Degree: PhD, Middle and Secondary Education, 2018, Georgia State University
URL: https://scholarworks.gsu.edu/mse_diss/75
► Mathematics proficiency and achievement relate to a country’s future economy in many aspects. The Trends in International Mathematics and Science Study (TIMSS) serves as…
(more)
▼ Mathematics proficiency and achievement relate to a country’s future economy in many aspects. The Trends in International Mathematics and Science Study (TIMSS) serves as an international evaluation and comparison among the countries and nations around the globe. The mission of TIMSS is to provide comparative data on mathematics and science achievement on fourth- and eighth-grade students of participating countries and a collection of information in terms of students’ school, teachers, and homes (Snyder, de Brey, & Dillow, 2016). While many Asian countries remain as top performers, other Asian countries perform well below the international average. Furthermore, a review of relevant and current literature on TIMSS assessments revealed that a small number of participating countries would be further included in future studies (George et al., 2016) to determine how student related, teacher and classroom related variables influence student mathematics achievement on these international assessments. The purpose of this study was to examine how student and teacher/classroom related variables influence eighth-grade mathematics scores from TIMSS 2015 data reports. Guided by several educational theoretical frameworks, the researcher rationalized and developd a conceptual framework to answer a sub-set of research questions such as to what extent do student, and teacher/classroom background variables influence eighth-grade mathematics scores across the seven Asian countries. This study examined the variances within and between classrooms using several different predictor variables for seven countries in the region, known as ASEAN Plus Three (APT). The sample comprised of 42,221 eight grade students from APT countries, which include Chinese Taipei, Hong Kong, Japan, Malaysia, Republic of Korea, Singapore, and Thailand. By utilizing multilevel modeling, several
HLM models were constructed to answer whether or not predictor variables had any influences on student mathematics achievement. The study findings provided strong evidence to support the perspectives that different countries have different educational models that may work for one country but not the other.
Advisors/Committee Members: Iman Chahine, Ph.D., Audrey J. Leroux, Ph.D., Natalie King, Ph.D..
Subjects/Keywords: TIMSS 2015; mathematics achievement; ASEAN Plus Three Countries; HLM
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Nguyen-Quan, M. (2018). TIMSS 2015: Influences of Student and Classroom Related Background Variables on Eighth-Grade Mathematics Achievement in Asean+3 (APT) Countries. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/mse_diss/75
Chicago Manual of Style (16th Edition):
Nguyen-Quan, Michael. “TIMSS 2015: Influences of Student and Classroom Related Background Variables on Eighth-Grade Mathematics Achievement in Asean+3 (APT) Countries.” 2018. Doctoral Dissertation, Georgia State University. Accessed December 12, 2019.
https://scholarworks.gsu.edu/mse_diss/75.
MLA Handbook (7th Edition):
Nguyen-Quan, Michael. “TIMSS 2015: Influences of Student and Classroom Related Background Variables on Eighth-Grade Mathematics Achievement in Asean+3 (APT) Countries.” 2018. Web. 12 Dec 2019.
Vancouver:
Nguyen-Quan M. TIMSS 2015: Influences of Student and Classroom Related Background Variables on Eighth-Grade Mathematics Achievement in Asean+3 (APT) Countries. [Internet] [Doctoral dissertation]. Georgia State University; 2018. [cited 2019 Dec 12].
Available from: https://scholarworks.gsu.edu/mse_diss/75.
Council of Science Editors:
Nguyen-Quan M. TIMSS 2015: Influences of Student and Classroom Related Background Variables on Eighth-Grade Mathematics Achievement in Asean+3 (APT) Countries. [Doctoral Dissertation]. Georgia State University; 2018. Available from: https://scholarworks.gsu.edu/mse_diss/75
University of Rochester
22.
Che, Jing.
How peer social worlds shaped the out-of-class learning
experiences of college ESOL students: examining the impacts of
informal peer learning upon their writing and related psychosocial
development.
Degree: PhD, 2013, University of Rochester
URL: http://hdl.handle.net/1802/27144
► Writing, as a widely used tool to verify learning in U.S. higher education, often creates obstacles for English-for-Speakers-of-Other-Languages (ESOL) students because of the unfamiliar rhetorical…
(more)
▼ Writing, as a widely used tool to verify learning
in U.S. higher education, often creates obstacles for
English-for-Speakers-of-Other-Languages (ESOL) students because of
the unfamiliar rhetorical and cultural practices. Peer learning, as
classroom pedagogy, has been studied extensively in education, but
a gap remains in terms of how peer social world has shaped college
ESOL students' informal learning experiences, given the dynamics of
their ethnolingual friendships. Therefore, this study attempted to
address three research questions: 1) What did informal peer
learning of college ESOL students look like? 2) How did informal
peer learning outside classrooms impact college ESOL students'
writing and psychosocial development? 3) How did their interactions
with ethnolingual friends influence their writing and psychosocial
development? Drawing on Vygotskyian sociocultural theories and
social capital theories to conceptually guide my study, I adopted a
concurrent mixed-method study design. Participants were a
convenience sample, including 49 ESOL students who registered for
an argumentative writing course and six writing instructors at the
Upstate University. I administered pre-and-post-writing-course
surveys to the student participants, followed by semi-structured
interviews and writing sample scoring, and triangulated these data
with instructors' perspectives in a focus-group. Quantitative and
qualitative data were analyzed separately, and interpreted
interactively. Specifically, I analyzed quantitative data using
descriptive statistics, correlational, HLM analysis and residual
change OLS regression analysis in order to parcel out effects of
informal peer learning; and I used the analytic induction and
constant comparison approaches to analyze qualitative data. This
study found that ESOL students' informal peer learning
interactions, mediated by their bilingual literacy and bicultural
understanding, played an important role in facilitating their
writing practices, and scaffolding their understanding of the
composing processes. With active agency in knowledge
co-construction, they operationalized their peer social capital
primarily in three ways: through course-friendship, ethnolingual
friendship, and weaker social ties. Positive psychosocial
influences of ethnolingual friendship were observed during these
interactions. Additionally, residential area was an important
social space for informal peer learning. This study contributed to
the field by exploring the affordances of ESOL students' informal
peer learning experiences to increase college ESOL students' growth
as learners.
Subjects/Keywords: Informal peer learning; ESOL; Ethnolingual friendship; Psychosocial outcomes; Mixed-method; HLM
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Che, J. (2013). How peer social worlds shaped the out-of-class learning
experiences of college ESOL students: examining the impacts of
informal peer learning upon their writing and related psychosocial
development. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/27144
Chicago Manual of Style (16th Edition):
Che, Jing. “How peer social worlds shaped the out-of-class learning
experiences of college ESOL students: examining the impacts of
informal peer learning upon their writing and related psychosocial
development.” 2013. Doctoral Dissertation, University of Rochester. Accessed December 12, 2019.
http://hdl.handle.net/1802/27144.
MLA Handbook (7th Edition):
Che, Jing. “How peer social worlds shaped the out-of-class learning
experiences of college ESOL students: examining the impacts of
informal peer learning upon their writing and related psychosocial
development.” 2013. Web. 12 Dec 2019.
Vancouver:
Che J. How peer social worlds shaped the out-of-class learning
experiences of college ESOL students: examining the impacts of
informal peer learning upon their writing and related psychosocial
development. [Internet] [Doctoral dissertation]. University of Rochester; 2013. [cited 2019 Dec 12].
Available from: http://hdl.handle.net/1802/27144.
Council of Science Editors:
Che J. How peer social worlds shaped the out-of-class learning
experiences of college ESOL students: examining the impacts of
informal peer learning upon their writing and related psychosocial
development. [Doctoral Dissertation]. University of Rochester; 2013. Available from: http://hdl.handle.net/1802/27144
Boston College
23.
Lamb, Marybeth.
The Coeducation of Women's Colleges: are Women Still
Engaged?.
Degree: PhD, Higher Education Administration, 2011, Boston College
URL: http://dlib.bc.edu/islandora/object/bc-ir:101414
► Colleges and universities within the United States are continuously looking at ways to assess and measure student outcomes, academically as well as psychosocially. Student engagement…
(more)
▼ Colleges and universities within the United States are
continuously looking at ways to assess and measure student
outcomes, academically as well as psychosocially. Student
engagement measures have come to the forefront of assessment tools
as a way for college administrators to determine whether their
students are actively engaged in programs and activities on campus
and whether this participation actually affects their retention and
persistence. Women's colleges have been studied extensively as an
alternative to the coeducational college environment for women.
Founded on the premise of providing a higher education to an
underserved population of women, women's colleges have evolved to
providing an educational environment that serves to empower and
enlighten their female students. However, over time, the number of
women's colleges have declined through closure, merger or
coeducation. The purpose of this study was to determine whether
there was a significant difference in engagement levels of female
students who attended former women's colleges and those who
attended historically coeducational colleges or women's colleges.
Exploring the engagement levels of students attending coeducational
colleges that were founded as women-only, with the corresponding
woman-centric educational experience, it can be determined whether
that history and commitment continue and result in an educational
environment that engages women significantly more than an
institution that was coeducational from its inception. Using the
NSSE benchmarks,
HLM and ANOVA was used to determine any
relationship between time from coeducational transition or male
enrollment percentage and engagement levels. Interaction effects
were also explored. Results of this study reveal three conclusions.
First, consistent with the literature, students attending women's
colleges are reporting higher engagement levels across all
benchmarks when compared to their peers attending former women's
colleges and historically coeducational colleges. Second, the
engagement levels of female students attending former women's
colleges are split along academic and psychosocial lines. Third,
consistent with the "chilly climate" literature, increasing male
enrollment percentage was linked to lower reported engagement
levels by women attending former women's colleges.
Advisors/Committee Members: Ana M. Martinez Aleman (Thesis advisor).
Subjects/Keywords: Coeducation Transition; Former Women's Colleges; HLM; NSSE; Student Engagement; Women's Colleges
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Lamb, M. (2011). The Coeducation of Women's Colleges: are Women Still
Engaged?. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101414
Chicago Manual of Style (16th Edition):
Lamb, Marybeth. “The Coeducation of Women's Colleges: are Women Still
Engaged?.” 2011. Doctoral Dissertation, Boston College. Accessed December 12, 2019.
http://dlib.bc.edu/islandora/object/bc-ir:101414.
MLA Handbook (7th Edition):
Lamb, Marybeth. “The Coeducation of Women's Colleges: are Women Still
Engaged?.” 2011. Web. 12 Dec 2019.
Vancouver:
Lamb M. The Coeducation of Women's Colleges: are Women Still
Engaged?. [Internet] [Doctoral dissertation]. Boston College; 2011. [cited 2019 Dec 12].
Available from: http://dlib.bc.edu/islandora/object/bc-ir:101414.
Council of Science Editors:
Lamb M. The Coeducation of Women's Colleges: are Women Still
Engaged?. [Doctoral Dissertation]. Boston College; 2011. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101414
Boston College
24.
Zhao, Yan.
What matters to student-athletes in college
experiences.
Degree: PhD, Educational Research, Measurement and
Evaluation, 2013, Boston College
URL: http://dlib.bc.edu/islandora/object/bc-ir:104397
► Informed by Astin's Input-Environment-Outcome (I-E-O) model and Pascarella's general model, this study explored the nature of student-athletes' engagement in educationally purposeful activities, described their engagement…
(more)
▼ Informed by Astin's Input-Environment-Outcome (I-E-O)
model and Pascarella's general model, this study explored the
nature of student-athletes' engagement in educationally purposeful
activities, described their engagement patterns, and revealed the
relationships between student engagement factors and college
outcomes by class and gender for 2596 student-athletes from 30
Division-I institutions. This research demonstrated that the NSEE
Five Benchmarks constructed for the general population did not fit
student-athletes. Therefore, engagement factors for
student-athletes were constructed based on a subset of component
items from the Five Benchmarks. Hierarchical Linear Models (
HLM)
were then applied to National Survey for Student Engagement (NSSE)
2006 and the aggregated school level data from the NCAA. The
research results reveal that the association patterns between
engagement factors and college outcome variables Satisfaction (SA),
General Education and Personal Competence (GEPC), and Personal and
Social Development (PSD) across all class and gender subgroups are
very similar, but differ from those for GPA. This research
concludes that engagement in educationally purposeful activities is
the best predictor for student-athletes' college outcomes (except
GPA). The analyses also reveal that what students do on campus
contributes more to their college outcomes than who they were at
matriculation and which school they attend. In particular, for all
outcomes, the fraction of the total variance due to between-school
differences was very small and the relationships between the
coefficients of school-level equations and school-level
characteristics were inconsistent. The results of this study, along
with other related studies, can help colleges devise strategies to
better fulfill their primary obligation to create genuine
educational opportunities for their student-athletes through
fostering their holistic development.
Advisors/Committee Members: Henry Braun (Thesis advisor).
Subjects/Keywords: HLM; National Survey for Student Engagement; Student-athletes; student engagement
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Zhao, Y. (2013). What matters to student-athletes in college
experiences. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:104397
Chicago Manual of Style (16th Edition):
Zhao, Yan. “What matters to student-athletes in college
experiences.” 2013. Doctoral Dissertation, Boston College. Accessed December 12, 2019.
http://dlib.bc.edu/islandora/object/bc-ir:104397.
MLA Handbook (7th Edition):
Zhao, Yan. “What matters to student-athletes in college
experiences.” 2013. Web. 12 Dec 2019.
Vancouver:
Zhao Y. What matters to student-athletes in college
experiences. [Internet] [Doctoral dissertation]. Boston College; 2013. [cited 2019 Dec 12].
Available from: http://dlib.bc.edu/islandora/object/bc-ir:104397.
Council of Science Editors:
Zhao Y. What matters to student-athletes in college
experiences. [Doctoral Dissertation]. Boston College; 2013. Available from: http://dlib.bc.edu/islandora/object/bc-ir:104397
University of Texas – Austin
25.
-6832-6627.
The impact of weights’ specifications with the multiple membership random effects model.
Degree: PhD, Educational Psychology, 2015, University of Texas – Austin
URL: http://hdl.handle.net/2152/31012
► The purpose of the simulation was to assess the impact of weight pattern assignment when using the multiple membership random effects model (MMREM). In contrast…
(more)
▼ The purpose of the simulation was to assess the impact of weight pattern assignment when using the multiple membership random effects model (MMREM). In contrast with most previous methodological research using the MMREM, mobility was not randomly assigned; rather the likelihood of student mobility was generated as a function of the student predictor. Two true weights patterns were used to generate the data (random equal and random unequal). For each set of generated data, the true correct weights and two incorrect fixed weight patterns (fixed equal and fixed unequal) that are similar to those used in practice by applied researchers were used to estimate the model. Several design factors were manipulated including the percent mobility, the ICC, and the true generating values of the level one and level two mobility predictors. To assess parameter recovery, relative parameter bias was calculated for the fixed effects and random effects variance components. Standard error (SE) bias was also calculated for the standard errors estimated for each fixed effect. Substantial relative parameter bias differences between weight patterns used were observed for the level two school mobility predictor across conditions as well as the level two random effects variance component, in some conditions. Substantial SE bias differences between weight patterns used were also found for the school mobility predictor in some conditions. Substantial SE and parameter bias was found for some parameters for which it was not anticipated. The results, discussion, future directions for research, and implications for applied researchers are discussed.
Advisors/Committee Members: Beretvas, Susan Natasha (advisor), Whittaker, Tiffany (committee member), Pituch, Keenan (committee member), Dodd, Barbara (committee member), Hersh, Matthew (committee member).
Subjects/Keywords: Multiple membership random effects model; HLM; Mobility; Multilevel modeling; Weights
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
-6832-6627. (2015). The impact of weights’ specifications with the multiple membership random effects model. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/31012
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Chicago Manual of Style (16th Edition):
-6832-6627. “The impact of weights’ specifications with the multiple membership random effects model.” 2015. Doctoral Dissertation, University of Texas – Austin. Accessed December 12, 2019.
http://hdl.handle.net/2152/31012.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
MLA Handbook (7th Edition):
-6832-6627. “The impact of weights’ specifications with the multiple membership random effects model.” 2015. Web. 12 Dec 2019.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Vancouver:
-6832-6627. The impact of weights’ specifications with the multiple membership random effects model. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2015. [cited 2019 Dec 12].
Available from: http://hdl.handle.net/2152/31012.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Council of Science Editors:
-6832-6627. The impact of weights’ specifications with the multiple membership random effects model. [Doctoral Dissertation]. University of Texas – Austin; 2015. Available from: http://hdl.handle.net/2152/31012
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Temple University
26.
Barlas, Frances M.
Investigating The Dual Mortgage Market: The Distribution Of Subprime Lending By Race And Its Consequences For Minority Communities.
Degree: PhD, 2009, Temple University
URL: http://digital.library.temple.edu/u?/p245801coll10,55002
► Sociology
This dissertation examines the overlap of the racial composition of a neighborhood and the existence of a dual mortgage market in which prime and…
(more)
▼ Sociology
This dissertation examines the overlap of the racial composition of a neighborhood and the existence of a dual mortgage market in which prime and subprime lenders serve different neighborhoods and borrowers. Does subprime lending represent the democratization of credit or does it serve to track people by race? This dissertation employs Home Mortgage Disclosure Act Data, U.S. Census Data and the HUD Subprime Lender List to identify subprime loans.
I use Hierarchical Linear Modeling to predict the likelihood of subprime for a borrower in Philadelphia, Baltimore, San Francisco and Alameda County California. The findings demonstrate that blacks and borrowers in black neighborhoods have a higher likelihood of originating a subprime loan than whites or borrowers in white neighborhoods. Further, blacks borrowing in largely white neighborhoods have an even higher likelihood of originating a subprime loan compared to their white neighbors than do blacks borrowing in largely black neighborhoods. These findings indicate that subprime lenders not only serve different neighborhoods, but also different borrowers regardless of the neighborhood in which they are borrowing and support the existence of a dual mortgage market that is defined by race.
The results from the analysis examining the consequences of subprime lending for neighborhoods indicate that after controlling for neighborhood characteristics, the positive relationship between earlier and later rates of subprime lending disappears. Also, while higher rates of subprime refinance lending were associated with a decrease in neighborhood median income in 2000, subprime lending was associated with positive changes in median house value and percent of homeowners that are black in the neighborhood, although the effects of subprime on median house value disappeared after controlling for neighborhood conditions.
The study points to the continued difficulties that black borrowers and borrowers in black neighborhoods face in obtaining a fair loan. As lending practices are reformed, it is important to keep in mind the need to ensure that minority borrowers who are in the position to afford a home loan maintain the ability to get a loan, but increased care must be taken to ensure that they obtain the ability to do so on fair terms.
Temple University – Theses
Advisors/Committee Members: Ericksen, Eugene, Shlay, Anne B., Elesh, David, Adams, Carolyn Teich.
Subjects/Keywords: Sociology, Ethnic and Racial Studies; Urban and Regional Planning; HLM; housing; lending; mortgage; race; subprime
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Barlas, F. M. (2009). Investigating The Dual Mortgage Market: The Distribution Of Subprime Lending By Race And Its Consequences For Minority Communities. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,55002
Chicago Manual of Style (16th Edition):
Barlas, Frances M. “Investigating The Dual Mortgage Market: The Distribution Of Subprime Lending By Race And Its Consequences For Minority Communities.” 2009. Doctoral Dissertation, Temple University. Accessed December 12, 2019.
http://digital.library.temple.edu/u?/p245801coll10,55002.
MLA Handbook (7th Edition):
Barlas, Frances M. “Investigating The Dual Mortgage Market: The Distribution Of Subprime Lending By Race And Its Consequences For Minority Communities.” 2009. Web. 12 Dec 2019.
Vancouver:
Barlas FM. Investigating The Dual Mortgage Market: The Distribution Of Subprime Lending By Race And Its Consequences For Minority Communities. [Internet] [Doctoral dissertation]. Temple University; 2009. [cited 2019 Dec 12].
Available from: http://digital.library.temple.edu/u?/p245801coll10,55002.
Council of Science Editors:
Barlas FM. Investigating The Dual Mortgage Market: The Distribution Of Subprime Lending By Race And Its Consequences For Minority Communities. [Doctoral Dissertation]. Temple University; 2009. Available from: http://digital.library.temple.edu/u?/p245801coll10,55002
Georgia State University
27.
Widman, Tracy.
Factors that Influence Cross-validation of Hierarchical Linear Models.
Degree: PhD, Educational Policy Studies, 2011, Georgia State University
URL: https://scholarworks.gsu.edu/eps_diss/71
► While use of hierarchical linear modeling (HLM) to predict an outcome is reasonable and desirable, employing the model for prediction without first establishing the…
(more)
▼ While use of hierarchical linear modeling (
HLM) to predict an outcome is reasonable and desirable, employing the model for prediction without first establishing the model’s predictive validity is ill-advised. Estimating the predictive validity of a regression model by cross-validation has been thoroughly researched, but there is a dearth of research investigating the cross-validation of hierarchical linear models. One of the major obstacles in cross-validating
HLM is the lack of a measure of explained variance similar to the squared multiple correlation coefficient in regression analysis.
The purpose of this Monte Carlo simulation study is to explore the impact of sample size, centering, and predictor-criterion correlation magnitudes on potential cross-validation measurements for hierarchical linear modeling. This study considered the impact of 64 simulated conditions across three explained variance approaches: Raudenbush and Bryk’s (2002) proportional reduction in error variance, Snijders and Bosker’s (1994) modeled variance, and a measure of explained variance proposed by Gagné and Furlow (2009).
For each of the explained variance approaches, a cross-validation measurement, shrinkage, was obtained. The results indicate that sample size, predictor-criterion correlations, and centering impact the cross-validation measurement. The degree and direction of the impact differs with the explained variance approach employed. Under some explained variance approaches, shrinkage decreased with larger level-2 sample sizes and increased in others. Likewise, in comparing group- and grand-mean centering, with some approaches grand-mean centering resulted in higher shrinkage estimates but smaller estimates in others. Larger total sample sizes yielded smaller shrinkage estimates, as did the predictor-criterion correlation combination in which the group-level predictor had a stronger correlation. The approaches to explained variance differed substantially in their usability for cross-validation. The Snijders and Bosker approach provided relatively large shrinkage estimates, and, depending on the predictor-criterion correlation, shrinkage under both Raudenbush and Bryk approaches could be sizable to the degree that the estimate begins to lack meaning. Researchers seeking to cross-validate
HLM need to be mindful of the interplay between the explained variance approach employed and the impact of sample size, centering, and predictor-criterion correlations on shrinkage estimates when making research design decisions.
Advisors/Committee Members: Phill Gagné, Ph.D., Chris Domaleski, Ph.D., L. Juane Heflin, Ph.D., Frances A. McCarty, Ph.D..
Subjects/Keywords: HLM; cross-validation; explained variance; Monte Carlo; centering; sample size; Education; Education Policy
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Widman, T. (2011). Factors that Influence Cross-validation of Hierarchical Linear Models. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/71
Chicago Manual of Style (16th Edition):
Widman, Tracy. “Factors that Influence Cross-validation of Hierarchical Linear Models.” 2011. Doctoral Dissertation, Georgia State University. Accessed December 12, 2019.
https://scholarworks.gsu.edu/eps_diss/71.
MLA Handbook (7th Edition):
Widman, Tracy. “Factors that Influence Cross-validation of Hierarchical Linear Models.” 2011. Web. 12 Dec 2019.
Vancouver:
Widman T. Factors that Influence Cross-validation of Hierarchical Linear Models. [Internet] [Doctoral dissertation]. Georgia State University; 2011. [cited 2019 Dec 12].
Available from: https://scholarworks.gsu.edu/eps_diss/71.
Council of Science Editors:
Widman T. Factors that Influence Cross-validation of Hierarchical Linear Models. [Doctoral Dissertation]. Georgia State University; 2011. Available from: https://scholarworks.gsu.edu/eps_diss/71
Cleveland State University
28.
Deevers, Matthew D.
Teacher goal endorsement, student achievement goals, and
student achievement in mathematics: a longitudinal study.
Degree: PhD, College of Education and Human Services, 2010, Cleveland State University
URL: http://rave.ohiolink.edu/etdc/view?acc_num=csu1279737483
► This study investigated relationships among teacher practices, student motivation and student achievement on standardized mathematics assessments using an Achievement Goal Theory framework. From 2006 through…
(more)
▼ This study investigated relationships among teacher
practices, student motivation and student achievement on
standardized mathematics assessments using an Achievement Goal
Theory framework. From 2006 through 2009, 800 public school
students participated in mathematics assessments and completed
surveys measuring perceptions of teacher practices and student
achievement goal orientations. Hierarchical linear modeling (
HLM)
was used to assess relationships among teacher goal endorsement
practices, student goal orientations, and student mathematics
achievement. Findings indicated teacher mastery goal endorsement
was positively related to student mastery and performance-approach
orientations, and negatively related to student
performance-avoidance orientation. Performance goal endorsement was
positively related to student performance-approach and
performance-avoidance orientations. Student mastery goal
orientation was positively related to initial mathematics
achievement and to rates of improvement over time.
Performance-approach and performance-avoidance goal orientations
were negatively related to initial mathematics achievement. The
study recommends teachers endorse mastery goals to promote student
mastery goal orientation and increased mathematics
achievement.
Advisors/Committee Members: Sutton, Rosemary (Committee Co-Chair), Bagaka's, Joshua (Committee Co-Chair).
Subjects/Keywords: Education; Educational Psychology; Mathematics Education; Teaching; achievement goals; goal endorsement; student achievement; mathematics education; HLM
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Deevers, M. D. (2010). Teacher goal endorsement, student achievement goals, and
student achievement in mathematics: a longitudinal study. (Doctoral Dissertation). Cleveland State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=csu1279737483
Chicago Manual of Style (16th Edition):
Deevers, Matthew D. “Teacher goal endorsement, student achievement goals, and
student achievement in mathematics: a longitudinal study.” 2010. Doctoral Dissertation, Cleveland State University. Accessed December 12, 2019.
http://rave.ohiolink.edu/etdc/view?acc_num=csu1279737483.
MLA Handbook (7th Edition):
Deevers, Matthew D. “Teacher goal endorsement, student achievement goals, and
student achievement in mathematics: a longitudinal study.” 2010. Web. 12 Dec 2019.
Vancouver:
Deevers MD. Teacher goal endorsement, student achievement goals, and
student achievement in mathematics: a longitudinal study. [Internet] [Doctoral dissertation]. Cleveland State University; 2010. [cited 2019 Dec 12].
Available from: http://rave.ohiolink.edu/etdc/view?acc_num=csu1279737483.
Council of Science Editors:
Deevers MD. Teacher goal endorsement, student achievement goals, and
student achievement in mathematics: a longitudinal study. [Doctoral Dissertation]. Cleveland State University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=csu1279737483
University of Washington
29.
Scott, Tyler A.
Do all of these meetings matter? Three essays concerning the impacts of collaborative watershed governance.
Degree: PhD, 2015, University of Washington
URL: http://hdl.handle.net/1773/33055
► My dissertation presents three related projects. In each project, I make a novel contribution to the understanding of collaborative environmental governance in theory and practice.…
(more)
▼ My dissertation presents three related projects. In each project, I make a novel contribution to the understanding of collaborative environmental governance in theory and practice. I focus on a common application of collaborative environmental governance - collaborative watershed planning and management groups. Broadly, I address the question of whether -and how-collaborative governance improves environmental outcomes. Accordingly, each project is intended to address questions that are critical in this regard. Within each chapter I also make a significant methodological contribution to policy and management research. For each of the three chapters I use novel data and demonstrate the use of an analytic method that as-of-yet has not gained traction in policy and management research.
Advisors/Committee Members: Thomas, Craig (advisor).
Subjects/Keywords: Collaborative governance; ERGM; HLM; INLA; Water quality; Watersheds; Public policy; Environmental management; public affairs
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Scott, T. A. (2015). Do all of these meetings matter? Three essays concerning the impacts of collaborative watershed governance. (Doctoral Dissertation). University of Washington. Retrieved from http://hdl.handle.net/1773/33055
Chicago Manual of Style (16th Edition):
Scott, Tyler A. “Do all of these meetings matter? Three essays concerning the impacts of collaborative watershed governance.” 2015. Doctoral Dissertation, University of Washington. Accessed December 12, 2019.
http://hdl.handle.net/1773/33055.
MLA Handbook (7th Edition):
Scott, Tyler A. “Do all of these meetings matter? Three essays concerning the impacts of collaborative watershed governance.” 2015. Web. 12 Dec 2019.
Vancouver:
Scott TA. Do all of these meetings matter? Three essays concerning the impacts of collaborative watershed governance. [Internet] [Doctoral dissertation]. University of Washington; 2015. [cited 2019 Dec 12].
Available from: http://hdl.handle.net/1773/33055.
Council of Science Editors:
Scott TA. Do all of these meetings matter? Three essays concerning the impacts of collaborative watershed governance. [Doctoral Dissertation]. University of Washington; 2015. Available from: http://hdl.handle.net/1773/33055
Loyola University Chicago
30.
Gorsky, Gabriella Silva.
Unpacking the Study of Instructional Improvement: Issues,
Outcomes, and Implications of Three Comprehensive School Reform
Efforts.
Degree: MA, Education, 2013, Loyola University Chicago
URL: http://ecommons.luc.edu/luc_theses/1818
► There is a long history of educational reform efforts in the United States. Current literature on school reform suggests that a comprehensive approach that…
(more)
▼ There is a long history of
educational reform efforts in the United States. Current literature
on school reform suggests that a comprehensive approach that
involves implementing instructional change across many
instructional domains is more effective at producing the types of
far-reaching improvement desired compared with mono-focal
approaches focusing on a single new strategy. This study explored
the impacts and outcomes of the Accelerated Schools Project (ASP),
America’s Choice (AC), and Success for All (SFA) within
the Study of Instructional Improvement (Ball, Cohen, &
Rowan, 2010) schools to answer three primary questions: Are student
outcomes on TerraNova mirrored by
outcomes on Supera (the Spanish
language TerraNova test)? How do the
three CSR programs compare in terms of how they impact student
growth over time based on TerraNova
test scores? What are the effects of student- and school-level
factors on the outcomes of these comprehensive school reform
initiatives? To answer these questions the researcher first
conducted a series of t-tests and then built a multi-level growth
model. The analyses demonstrated that while it is clear that
differences exist between students, the true impact of the CSR
programs is more ambiguous. It may be the case that the student-
and school-level characteristics, present from the outset, predict
academic growth more than actual program
participation.
Subjects/Keywords: Achievement Gap; HLM; NCLB; School Reform; Standardized Tests; Student Achievement; Educational Assessment, Evaluation, and
Research
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Gorsky, G. S. (2013). Unpacking the Study of Instructional Improvement: Issues,
Outcomes, and Implications of Three Comprehensive School Reform
Efforts. (Thesis). Loyola University Chicago. Retrieved from http://ecommons.luc.edu/luc_theses/1818
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Gorsky, Gabriella Silva. “Unpacking the Study of Instructional Improvement: Issues,
Outcomes, and Implications of Three Comprehensive School Reform
Efforts.” 2013. Thesis, Loyola University Chicago. Accessed December 12, 2019.
http://ecommons.luc.edu/luc_theses/1818.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Gorsky, Gabriella Silva. “Unpacking the Study of Instructional Improvement: Issues,
Outcomes, and Implications of Three Comprehensive School Reform
Efforts.” 2013. Web. 12 Dec 2019.
Vancouver:
Gorsky GS. Unpacking the Study of Instructional Improvement: Issues,
Outcomes, and Implications of Three Comprehensive School Reform
Efforts. [Internet] [Thesis]. Loyola University Chicago; 2013. [cited 2019 Dec 12].
Available from: http://ecommons.luc.edu/luc_theses/1818.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Gorsky GS. Unpacking the Study of Instructional Improvement: Issues,
Outcomes, and Implications of Three Comprehensive School Reform
Efforts. [Thesis]. Loyola University Chicago; 2013. Available from: http://ecommons.luc.edu/luc_theses/1818
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
◁ [1] [2] [3] [4] ▶
. 
Open Access Theses and Dissertations