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Johnson, Heather L. – Educational Studies in Mathematics, 2015
This paper extends work about quantitative reasoning related to covarying quantities involved in rate of change. It reports a multiple case study of three students' reasoning about quantities involved in rate of change when working on tasks incorporating multiple representations of covarying quantities. When interpreting relationships between…
Descriptors: Mathematical Logic, Mathematics Instruction, Graphs, Correlation
Magis, David; Tuerlinckx, Francis; De Boeck, Paul – Journal of Educational and Behavioral Statistics, 2015
This article proposes a novel approach to detect differential item functioning (DIF) among dichotomously scored items. Unlike standard DIF methods that perform an item-by-item analysis, we propose the "LR lasso DIF method": logistic regression (LR) model is formulated for all item responses. The model contains item-specific intercepts,…
Descriptors: Test Bias, Test Items, Regression (Statistics), Scores
Albano, Anthony D. – Journal of Educational Measurement, 2015
Research on equating with small samples has shown that methods with stronger assumptions and fewer statistical estimates can lead to decreased error in the estimated equating function. This article introduces a new approach to linear observed-score equating, one which provides flexible control over how form difficulty is assumed versus estimated…
Descriptors: Equated Scores, Sample Size, Sampling, Statistical Inference
Barbot, Baptiste; Perchec, Cyrille – New Directions for Child and Adolescent Development, 2015
This article provides an introduction to the idiographic approach ("N = 1" research) in developmental psychology and an overview of methodological and statistical techniques employed to address the study of within-individual variability in development. Through a popularization of the idiographic approach and associated statistical…
Descriptors: Developmental Psychology, Individual Development, Ideography, Research Methodology
Rankin, Jenny Grant – Online Submission, 2015
Data is critical, but data has not always lead to success. If data is not communicated clearly, the results can be disastrous. Design lets us communicate data so it can be understood. Dr. Rankin believes that "when we're fluent in visualizing our ideas, we can communicate them across global boundaries, across spoken language barriers, and…
Descriptors: Data, Information Utilization, Relevance (Education), Data Interpretation
Howell, Roy D. – Measurement: Interdisciplinary Research and Perspectives, 2014
Building on the work of Bollen (2007) and Bollen & Bauldry (2011), Bainter and Bollen (this issue) clarifies several points of confusion in the literature regarding causal indicator models. This author would certainly agree that the effect indicator (reflective) measurement model is inappropriate for some indicators (such as the social…
Descriptors: Statistical Analysis, Measurement, Causal Models, Data Interpretation
West, Stephen G.; Grimm, Kevin J. – Measurement: Interdisciplinary Research and Perspectives, 2014
These authors agree with Bainter and Bollen that causal effects represents a useful measurement structure in some applications. The structure of the science of the measurement problem should determine the model; the measurement model should not determine the science. They also applaud Bainter and Bollen's important reminder that the full…
Descriptors: Causal Models, Measurement, Test Theory, Statistical Analysis
Tipton, Elizabeth – Journal of Educational and Behavioral Statistics, 2014
Although a large-scale experiment can provide an estimate of the average causal impact for a program, the sample of sites included in the experiment is often not drawn randomly from the inference population of interest. In this article, we provide a generalizability index that can be used to assess the degree of similarity between the sample of…
Descriptors: Experiments, Comparative Analysis, Experimental Groups, Generalization
Harwell, Michael – Educational Research Quarterly, 2014
Commercial data analysis software has been a fixture of quantitative analyses in education for more than three decades. Despite its apparent widespread use there is no formal evidence cataloging what software is used in educational research and educational statistics classes, by whom and for what purpose, and whether some programs should be…
Descriptors: Computer Software, Educational Research, Statistical Analysis, Computer Software Evaluation
Wells, Ryan S.; Stage, Frances K. – New Directions for Institutional Research, 2014
This chapter discusses the evolution of the critical quantitative paradigm with an emphasis on extending this approach to new populations and new methods. Along with this extension of critical quantitative work, however, come continued challenges and tensions for researchers. This chapter recaps and responds to each chapter in the volume, and…
Descriptors: Statistical Analysis, Research Methodology, Educational Research, Higher Education
Hill, Felix; Korhonen, Anna; Bentz, Christian – Cognitive Science, 2014
This study presents original evidence that abstract and concrete concepts are organized and represented differently in the mind, based on analyses of thousands of concepts in publicly available data sets and computational resources. First, we show that abstract and concrete concepts have differing patterns of association with other concepts.…
Descriptors: Statistical Analysis, Cognitive Structures, Concept Formation, Association (Psychology)
Exton-McGuinness, Marc T. J.; Patton, Rosemary C.; Sacco, Lawrence B.; Lee, Jonathan L. C. – Learning & Memory, 2014
Once consolidated, memories are dynamic entities that go through phases of instability in order to be updated with new information, via a process of reconsolidation. The phenomenon of reconsolidation has been demonstrated in a wide variety of experimental paradigms. However, the memories underpinning instrumental behaviors are currently not…
Descriptors: Memory, Behavior, Animals, Learning
Hilchey, Christian Thomas – ProQuest LLC, 2014
This dissertation examines prefixation of simplex pairs. A simplex pair consists of an iterative imperfective and a semelfactive perfective verb. When prefixed, both of these verbs are perfective. The prefixed forms derived from semelfactives are labeled single act verbs, while the prefixed forms derived from iterative imperfective simplex verbs…
Descriptors: Slavic Languages, Morphemes, Semantics, Verbs
Kropko, Jonathan; Goodrich, Ben; Gelman, Andrew; Hill, Jennifer – Grantee Submission, 2014
We consider the relative performance of two common approaches to multiple imputation (MI): joint multivariate normal (MVN) MI, in which the data are modeled as a sample from a joint MVN distribution; and conditional MI, in which each variable is modeled conditionally on all the others. In order to use the multivariate normal distribution,…
Descriptors: Statistical Analysis, Multivariate Analysis, Accuracy, Data
Prinster, Andrew J.; Hoskins, Josephina L.; Strode, Paul K. – American Biology Teacher, 2019
Students learning the skills of science benefit from opportunities to move between the scientific problems and questions they confront and the mathematical tools available to answer the questions and solve the problems. Indeed, students learn science best when they are actively engaged in pursuing answers to authentic and relevant questions. We…
Descriptors: Science Education, Science Process Skills, Problem Solving, Statistical Analysis