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DeLay, Dawn; Laursen, Brett; Kiuru, Noona; Rogers, Adam; Kindermann, Thomas; Nurmi, Jari-Erik – International Journal of Behavioral Development, 2021
The present study compares two methods for assessing peer influence: the longitudinal actor-partner interdependence model (L-APIM) and the longitudinal social network analysis (L-SNA) Model. The data were drawn from 1,995 (49% girls and 51% boys) third grade students (M[subscript age] = 9.68 years). From this sample, L-APIM (n = 206…
Descriptors: Peer Influence, Evaluation Methods, Social Networks, Network Analysis
Aytürk, Ezgi; Cham, Heining; Jennings, Patricia A.; Brown, Joshua L. – Educational and Psychological Measurement, 2020
Methods to handle ordered-categorical indicators in latent variable interactions have been developed, yet they have not been widely applied. This article compares the performance of two popular latent variable interaction modeling approaches in handling ordered-categorical indicators: unconstrained product indicator (UPI) and latent moderated…
Descriptors: Evaluation Methods, Grade 3, Grade 4, Grade 5
Khasanova, Elvira – ProQuest LLC, 2016
Students' development of conceptual understandings is a central goal of mathematics education (CCSS-Mathematics, 2010). Such a challenging, yet ambiguous, goal cannot be achieved without empowering teachers with the knowledge and tools critical for their ability to adequately convey the content, and assess and interpret students' performance. This…
Descriptors: Mathematical Concepts, Concept Formation, Mathematics Instruction, Geometric Concepts
Smith, Leigh – ProQuest LLC, 2015
This applied dissertation was designed to provide perceptual teacher data as well as summative testing data to educational leaders concerning the effects of implementing Investigations in Number, Data, and Space® (Investigations) in three Title I elementary school settings, two Title I schools, and one non-Title I school. Data collected during…
Descriptors: Program Evaluation, Program Implementation, Investigations, Elementary School Teachers
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Hawley, Leslie R.; Bovaird, James A.; Wu, ChaoRong – Applied Measurement in Education, 2017
Value-added assessment methods have been criticized by researchers and policy makers for a number of reasons. One issue includes the sensitivity of model results across different outcome measures. This study examined the utility of incorporating multivariate latent variable approaches within a traditional value-added framework. We evaluated the…
Descriptors: Value Added Models, Reliability, Multivariate Analysis, Scaling
Amrein-Beardsley, Audrey; Geiger, Tray – Phi Delta Kappan, 2017
Houston's experience with the Educational Value-Added Assessment System (R) (EVAAS) raises questions that other districts should consider before buying the software and using it for high-stakes decisions. Researchers found that teachers in Houston, all of whom were under the EVAAS gun, but who taught relatively more racial minority students,…
Descriptors: Value Added Models, School Districts, Computer Software, Educational Technology
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Wang, Jianjun – School Science and Mathematics, 2011
As the largest international study ever taken in history, the Trend in Mathematics and Science Study (TIMSS) has been held as a benchmark to measure U.S. student performance in the global context. In-depth analyses of the TIMSS project are conducted in this study to examine key issues of the comparative investigation: (1) item flaws in mathematics…
Descriptors: Test Items, Figurative Language, Item Response Theory, Benchmarking
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Carlisle, Joanne; Kelcey, Ben; Berebitsky, Dan; Phelps, Geoffrey – Scientific Studies of Reading, 2011
The purpose of this study was to determine whether third-grade teachers' instructional actions during reading comprehension lessons contributed to their students' reading comprehension achievement. Our framework focused on teachers' emphasis on three dimensions of instruction (pedagogical structure, teacher-directed instruction, and support for…
Descriptors: Reading Comprehension, Teacher Characteristics, Reading Instruction, Instructional Effectiveness
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Cervetti, Gina N.; Tilson, Jennifer L.; Castek, Jill; Bravo, Marco A.; Trainin, Guy – Journal of Education, 2012
This study traces the development of a vocabulary measure designed to assess multiple types of word knowledge. The assessment, which was administered in conjunction with a science unit about weather and the water cycle for third-and-fourth graders, included items for six knowledge types--recognition, definition, classification/example, context,…
Descriptors: Vocabulary, Word Recognition, Grade 3, Grade 4
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Oketch, Moses; Ngware, Moses; Mutisya, Maurice; Kassahun, Admassu; Abuya, Benta; Musyoka, Peter – Peabody Journal of Education, 2014
In East Africa, there is great effort directed toward ensuring that there is learning and value for money invested in universal education policies initiated over the past decade. Kenya and Uganda are two countries that typify this effort. The effort includes the work of research organisations such as Uwezo, which assess learning levels; RTI, which…
Descriptors: Foreign Countries, Reading Programs, Literacy Education, Numeracy
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Paino, Maria; Renzulli, Linda A. – Sociology of Education, 2013
We update theories of teacher expectancy and cultural capital by linking them to discussions of technology. We argue for broadening the span of culturally important forms of capital by including the digital dimension of cultural capital. Based on data from the third-grade and fifth-grade waves of the Early Childhood Longitudinal…
Descriptors: Educational Change, Cultural Capital, Grade 5, Computers
Goldhaber, Dan; Liddle, Stephanie; Theobald, Roddy; Walch, Joe – Center for Education Data & Research, 2010
Stories about the importance of teacher effectiveness for student achievement are currently ubiquitous in the media (Gladwell 2008; Kristoff 2009; Felch et al 2010). Teacher quality is also the focus of significant national efforts and investments. A growing body of quantitative research supports the focus on teacher and teacher effectiveness.…
Descriptors: Academic Achievement, Mathematics Achievement, Teacher Effectiveness, Credentials
Carlisle, Joanne; Kelcey, Ben; Berebitsky, Dan; Phelps, Geoffrey – Online Submission, 2011
The purpose of this study was to determine whether third-grade teachers' instructional actions during reading comprehension lessons contributed to their students' reading comprehension achievement. Our framework focused on teachers' emphasis on three dimensions of instruction (pedagogical structure, teacher-directed instruction, and support for…
Descriptors: Elementary School Teachers, Grade 3, Reading Instruction, Educational Practices
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Andrade, Heidi L.; Du, Ying; Wang, Xiaolei – Educational Measurement: Issues and Practice, 2008
The purpose of this study was to investigate the effect of reading a model written assignment, generating a list of criteria for the assignment, and self-assessing according to a rubric, as well as gender, time spent writing, prior rubric use, and previous achievement on elementary school students' scores for a written assignment (N = 116).…
Descriptors: Elementary School Students, Models, Grade 3, Grade 4
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Wang, Tzone-I.; Su, Chien-Yuan; Hsieh, Tung-Cheng – Computers & Education, 2011
Assessments, embedded with teachers' implicit (i.e. tacit) domain knowledge, play an important role in evaluating "comprehension of a subject". The knowledge on the importance of both the concepts and their relationships of a subject, if captured, made explicit, and shared around, may greatly help teachers construct more effective…
Descriptors: Natural Sciences, Foreign Countries, Grade 3, Methods
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