排序方式: 共有54条查询结果,搜索用时 15 毫秒
31.
Lori E. Skibbe Kevin J. Grimm Ryan P. Bowles Frederick J. Morrison 《Scientific Studies of Reading》2013,17(2):141-165
Differences in literacy growth over the summer versus the school year were examined to isolate how schooling affects children's literacy development from preschool through second grade across four literacy skills. Children (n = 383) were tested individually twice each year for up to 4 years on measures of phonological awareness, decoding, reading comprehension, and vocabulary. Growth curve analyses indicated that schooling effects were greatest for decoding skills and reading comprehension, were medium in size for phonological awareness, and were less evident for vocabulary. Except for vocabulary, relatively small amounts of growth were observed for preschoolers, followed by a period of rapid growth for kindergarteners and first graders, which slowed again for second graders. Findings demonstrate the differential effect of schooling on four separate literacy skills during the crucial school transition period. 相似文献
32.
33.
Kevin J. Grimm Yang An John J. McArdle Alan B. Zonderman Susan M. Resnick 《Structural equation modeling》2013,20(2):268-292
Latent difference score models (e.g., McArdle & Hamagami, 2001) are extended to include effects from prior changes to subsequent changes. This extension of latent difference scores allows for testing hypotheses where recent changes, as opposed to recent levels, are a primary predictor of subsequent changes. These models are applied to bivariate longitudinal data collected as part of the Baltimore Longitudinal Study of Aging on memory performance, measured by the California Verbal Learning Test, and lateral ventricle size, measured by structural MRIs. Results indicate that recent increases in the lateral ventricle size were a leading indicator of subsequent declines in memory performance from age 60 to 90. 相似文献
34.
35.
Robert C. Pianta Margaret Burchinal Faiza M. Jamil Terri Sabol Kevin Grimm Bridget K. Hamre Jason Downer Jennifer LoCasale-Crouch Carollee Howes 《Early childhood research quarterly》2014
The present study examined the pattern of association(s) over time between (a) knowledge of and observational skills in identifying teacher–child interactions, and (b) observed behavior in the domain of instructional interaction for 405 preschool teachers enrolled in a professional development study. Teacher's knowledge/observational skills and observed instructional support behaviors with children were assessed in the fall and spring over a two-year period. During this time, the teachers were also randomized into a college course focused on interactions, then re-randomized into a coaching intervention, also focused on instructional interaction. Cross-lagged analyses suggest that prior observed behavior was the stronger predictor of change in both knowledge/observation skills and in later observed behavior, and that both the course and the coaching interventions contributed to improvements in teachers observed instructional support behavior. Mediational analyses of the course effects indicated longer-term impact on observed instructional behavior were through immediate impacts on those same behaviors, whereas long-term impacts on knowledge were through immediate impacts on both observed instructional behavior and knowledge. The results have implications for the design, delivery, and focus of professional development for early childhood educators. 相似文献
36.
H. Patrick McNeil Helen A. Scicluna Patrick Boyle Michael C. Grimm Kathryn A. Gibson Philip D. Jones 《高等教育研究与发展》2012,31(4):525-539
The development of generic capabilities or graduate attributes in communication, teamwork, critical analysis of information, problem solving and ethical practice is widely recognised as a desired outcome of higher education. This emphasis on generic capabilities has emerged despite ongoing debates about the concept and development of such capabilities. A recent review of comprehensive audits of Australian universities has found little evidence that such outcomes are being achieved. We used data from four different evaluations, both qualitative and quantitative, to explore whether these important generic capabilities are being learned by undergraduate students in the University of New South Wales (UNSW) new Medicine Program. University of New South Wales medical students are significantly more positive than other UNSW students that their university experience is developing several generic capabilities. Measurements concerning generic skills development from the Australian 2009 Learning and Teaching Performance Fund process support these findings. Analyses of qualitative data from two methodologically different student surveys found consistent evidence that medical students value generic capability development in the UNSW program. Furthermore, we report evidence that current UNSW medical students rate their clinical learning in professional placements as a significantly better experience than students in the previous discipline-based program. We believe this is a consequence of generic capability learning in the early years of the new program, such that our students are better prepared to maximise the value of learning from professional experiences. Our results represent consistent evidence of successful generic capability development as a result of a program-wide innovation in undergraduate education. To validate further our conclusions, external assessments of our graduates' generic capabilities in-action in the workplace are currently being obtained. 相似文献
37.
38.
There has been a great deal of work in the literature on the equivalence between the mixed-effects modeling and structural equation modeling (SEM) frameworks in specifying growth models (Willett &; Sayer, 1994). However, there has been little work on the correspondence between the latent growth curve model (LGM) and the latent change score model (see Grimm, Zhang, Hamagami, &; Mazzocco, 2013). We demonstrate that four popular variants of the latent change score model – the no change, constant change, proportional change, and dual change models – have LGM equivalents. We provide equations that allow the translation of parameters from one approach to the other and vice versa. We then illustrate this equivalence using mathematics achievement data from the National Longitudinal Survey of Youth. 相似文献
39.
Anne Henry Cash Arya Ansari Kevin J. Grimm Robert C. Pianta 《Early education and development》2019,30(1):60-81
The current study focuses on the cumulative effect on children’s early learning outcomes of the quality of teacher–child interactions over multiple years during early childhood. Using propensity score matching to minimize selection bias, we compared the academic outcomes of children who experienced consistently high-quality or consistently low-quality teacher–child interactions, as defined by the Classroom Assessment Scoring System, during prekindergarten and kindergarten. Research Findings: Results indicated statistically significant differences in directly assessed language and literacy skills between children who experienced consistently high- and consistently low-quality instructional support. This was true after just 1 year, and gains were even greater for children who experienced high levels of instructional support over 2 years. Emotional support and classroom organization were not associated with children’s academic learning. Practice or Policy: Although children experience cumulative benefits in response to high-quality instructional supports over 2 years, relatively few children have access to such opportunities. We discuss these results in light of limited consistency in children’s experiences over the early school years and the presence of selection bias. 相似文献
40.
Change over time often takes on a nonlinear form. Furthermore, change patterns can be characterized by heterogeneity due to unobserved subpopulations. Nonlinear mixed-effects mixture models provide one way of addressing both of these issues. This study attempts to extend these models to accommodate time-unstructured data. We develop methods to fit these models in both the structural equation modeling framework as well as the Bayesian framework and evaluate their performance. Simulations show that the success of these methods is driven by the separation between latent classes. When classes are well separated, a sample of 200 is sufficient. Otherwise, a sample of 1,000 or more is required before parameters can be accurately recovered. Ignoring individually varying measurement occasions can also lead to substantial bias, particularly in the random-effects parameters. Finally, we demonstrate the application of these techniques to a data set involving the development of reading ability in children. 相似文献