Comparing Longitudinal Profile Patterns of Mathematics and Reading in Early Child Longitudinal Study, Kindergarten: The Profile Analysis via Multidimensional Scaling (PAMS) Approach.

Kim, Se-Kang

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Title: Comparing Longitudinal Profile Patterns of Mathematics and Reading in Early Child Longitudinal Study, Kindergarten: The Profile Analysis via Multidimensional Scaling (PAMS) Approach

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Title:	Comparing Longitudinal Profile Patterns of Mathematics and Reading in Early Child Longitudinal Study, Kindergarten: The Profile Analysis via Multidimensional Scaling (PAMS) Approach
Authors:	Kim, Se-Kang
Descriptors:	Multidimensional Scaling; Mathematics Achievement; Kindergarten; Reading Achievement; Comparative Analysis; Profiles; Longitudinal Studies; Grade 5; Scores; Predictor Variables; Trend Analysis
Source:	Asia Pacific Education Review, v11 n2 p189-198 Jun 2010
More Info: Help Peer Reviewed:	Yes
Publisher:	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Date:	2010-06-00
Pages:	10
Pub Types:	Journal Articles; Reports - Research
Abstract:	The aim of the study is to compare longitudinal patterns from Mathematics and Reading data from the direct child assessment of Early Child Longitudinal Study, Kindergarten (ECLS-K, US Department of Education, National Center for Education Statistics 2006), utilizing Profile Analysis via Multidimensional Scaling (PAMS). PAMS has been used initially to discover profile patterns in crosssectional data, and further applied to uncover longitudinal patterns by considering each time point as a coordinate of longitudinal patterns. The ECLS-K data analyzed here included longitudinal information about student achievement. The current study applied longitudinal PAMS to the data and examined how much the longitudinal patterns predict the fifth-grade achievement scores. Results showed that the longitudinal patterns that depicted the growing trend and the growing-decaying trend were significantly related to the fifth-grade achievement scores. Educational implications and discussions of longitudinal patterns were included. (Contains 3 tables and 10 figures.)
Abstractor:	As Provided
Reference Count:	21

Note:	N/A
Identifiers:	Early Childhood Longitudinal Survey
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-1598-1037
Audiences:	N/A
Languages:	English
Education Level:	Elementary Education; Grade 5; Kindergarten
Direct Link:	http://dx.doi.org/10.1007/s12564-010-9074-4

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