Psychometric Framework for Modeling Parental Involvement and Reading Literacy: IEA Research for Education, cartea 1
Autor R. Annemiek Punter, Cees A. W. Glas, Martina R. M. Meelissenen Limba Engleză Hardback – 2 mar 2016
This volume offers insights from modelling measures of parental involvement and their relationship with student reading literacy across countries, exploring and incorporating cultural differences. This is a significant contribution to a field where cross-cultural comparisons from a triangulated perspective are sparse. For readers interested in exploring the relationship between parental involvement and student attainment, the literature review provides a useful starting point. Meanwhile, for the more methodologically interested reader, this report presents state-of-the-art ways to identify and model cultural differential item functioning in international large-scale assessment (ILSA), illustrating the extent to which the parental involvement construct may be influenced by cultural differences and how this may affect the outcomes of cross-cultural comparisons. The framework is generic and should provide a solid foundation for future ILSA practices and secondary analyses. ILSA studies like the IEA’s Progress in International Reading Literacy Study (PIRLS) provide valuable data, containing both student achievement data and contextual background data from schools, teachers, students and parents for over 41 countries.
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Specificații
ISBN-13: 9783319287102
ISBN-10: 3319287109
Pagini: 97
Ilustrații: XI, 97 p. 1 illus.
Dimensiuni: 155 x 235 x 8 mm
Greutate: 0.34 kg
Ediția:1st ed. 2016
Editura: Springer International Publishing
Colecția Springer
Seria IEA Research for Education
Locul publicării:Cham, Switzerland
ISBN-10: 3319287109
Pagini: 97
Ilustrații: XI, 97 p. 1 illus.
Dimensiuni: 155 x 235 x 8 mm
Greutate: 0.34 kg
Ediția:1st ed. 2016
Editura: Springer International Publishing
Colecția Springer
Seria IEA Research for Education
Locul publicării:Cham, Switzerland
Public țintă
ResearchCuprins
1. Introduction.- 2. Literature Review.- 3. Parental Involvement in PIRLS-2011.- 4. Modeling Parental Involvement.- 5. Relation between Parental Involvement and Student Achievement in PIRLS-2011.- 6. Conclusion and Discussion.- References.- Appendix: Technical details on the implementation of the bi-factor model.
Textul de pe ultima copertă
This volume offers insights from modelling measures of parental involvement and their relationship with student reading literacy across countries, exploring and incorporating cultural differences. This is a significant contribution to a field where cross-cultural comparisons from a triangulated perspective are sparse. For readers interested in exploring the relationship between parental involvement and student attainment, the literature review provides a useful starting point. Meanwhile, for the more methodologically interested reader, this report presents state-of-the-art ways to identify and model cultural differential item functioning in international large-scale assessment (ILSA), illustrating the extent to which the parental involvement construct may be influenced by cultural differences and how this may affect the outcomes of cross-cultural comparisons. The framework is generic and should provide a solid foundation for future ILSA practices and secondary analyses. ILSA studies like the IEA’s Progress in International Reading Literacy Study (PIRLS) provide valuable data, containing both student achievement data and contextual background data from schools, teachers, students and parents for over 41 countries.
Caracteristici
Offers insights on how parental involvement and parental help with homework affect student reading literacy across countries and cultures State-of-the-art methods and data from IEA's Progress in International Reading Literacy Study ensure relevant results Presents a framework to identify and model cultural differential item functioning that provides a solid foundation for future research Includes supplementary material: sn.pub/extras