大葉大學圖書館 |

Psychometric framework for modeling parental involvement and reading literacy[electronic resource] /

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
杜威分類號:	371.26
書名/作者:	Psychometric framework for modeling parental involvement and reading literacy/ by Annemiek Punter, Cees A.W. Glas, Martina R.M. Meelissen.
作者:	Punter, Annemiek.
其他作者:	Glas, Cees A.W.
出版者:	Cham : : Springer International Publishing :, 2016.
面頁冊數:	xi, 97 p. : : digital ;; 25 cm.
Contained By:	Springer eBooks
標題:	Educational evaluation.
標題:	Education - Cross-cultural studies. - Parent participation
標題:	Reading
標題:	Education.
標題:	Assessment, Testing and Evaluation.
標題:	Literacy.
標題:	Statistics for Social Science, Behavorial Science, Education, Public Policy, and Law.
標題:	Childhood Education.
ISBN:	9783319280646
ISBN:	9783319287102
內容註:	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.
摘要、提要註:	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.
電子資源:	http://dx.doi.org/10.1007/978-3-319-28064-6

Psychometric framework for modeling parental involvement and reading literacy[electronic resource] /
Punter, Annemiek.

Psychometric framework for modeling parental involvement and reading literacy[electronic resource] /by Annemiek Punter, Cees A.W. Glas, Martina R.M. Meelissen. - Cham :Springer International Publishing :2016. - xi, 97 p. :digital ;25 cm. - IEA research for education,v.12366-1631 ;. - IEA research for education ;v.1..

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.

Open access.

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.

ISBN: 9783319280646

Standard No.: 10.1007/978-3-319-28064-6doiSubjects--Topical Terms:

342924
Educational evaluation.

LC Class. No.: LB2822.75 / .P86 2016

Dewey Class. No.: 371.26

Psychometric framework for modeling parental involvement and reading literacy[electronic resource] /
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