Your search found 13 results.

Descriptors:
Academic Achievement; Food; Obesity; Grade 5; Eating Habits; Trend Analysis; Elementary School Students; Student Attitudes; Databases; Statistical Analysis; Longitudinal Studies; Mathematics Achievement; Reading Achievement; Scores; Correlation

Abstract:
The authors investigated children's self-reported high-calorie food intake in Grade 5 and its relationship to trends in obesity status and academic achievement over the first 6 years of school. They used 3-level hierarchical linear models in the large-scale database (the Early Childhood Longitudinal Study--Kindergarten Cohort). Findings indicated that frequency of eating fast food in Grade 5 was negatively related to mathematics and reading scores at Grade 5 and to the grow rate in both subjects. Frequency of obtaining salty snacks at school was moderately and negatively related to mathematics performance at Grade 5. School vending machines were not significantly associated with academic achievement patterns or obesity status. These results are informative of trends worth further investigation through prospective models. (Contains 7 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Institutional Research; Fundamental Concepts; Statistical Analysis; Models; Multivariate Analysis; Comparative Analysis; Heterogeneous Grouping; Researchers; Disproportionate Representation; Student Diversity; Sample Size

Abstract:
Multilevel modeling (MLM), also referred to as hierarchical linear modeling (HLM) or mixed models, provides a powerful analytical framework through which to study colleges and universities and their impact on students. Due to the natural hierarchical structure of data obtained from students or faculty in colleges and universities, MLM offers many advantages to analysts and policy makers involved in institutional research (IR). This article introduces fundamental concepts of hierarchy and its statistical treatment specifically for data structures occurring in IR settings. It provides an introduction to multilevel modeling, including the impact of clustering and the intraclass correlation coefficient. Prototypical research questions in institutional research are examined, and an example is provided to illustrate the application and interpretation of multilevel models. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Research Design; Theory Practice Relationship; Criticism; Inferences; Regression (Statistics); Models; Educational Strategies; Identification

Abstract:
Efforts to identify and support credible causal claims have received intense interest in the research community, particularly over the past few decades. In this paper, we focus on the use of statistical procedures designed to support causal claims for a treatment or intervention when the response variable of interest is dichotomous. We identify seven key features of logistic regression studies that should play a critical role in estimating a causal effect and discuss their implications for causal inference. These include elaboration of research design, clarification of link function, model specification, challenges and limitations of sample size, interpretation of treatment effect through odds ratios, statistical tests and examination of model fit, and the potential for multilevel logistic models in pursuit of causal claims. Our recommendations are intended to guide researchers in the critical evaluation of logistic regression models for analyses culminating in causal claims and to promote stronger design and modeling strategies for reliable causal inference. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Acquired Immunodeficiency Syndrome (AIDS); Teacher Characteristics; Pregnancy; Credibility; Teacher Role; Outcomes of Education; Health Education; Health Promotion; High Schools; Predictor Variables

Abstract:
In the present study (N = 633), we examine the role of teacher credibility and teacher affinity in classrooms. We explore the relations among these two characteristics and student gains in knowledge and valuing of learning about HIV and pregnancy prevention across high school classrooms. Results marshaled support for the notion that teacher characteristics are associated with classroom-level gains in learning outcomes. Above and beyond student-level predictors, teacher credibility (aggregated to the classroom level) was positively related to increases in knowledge across classrooms, whereas aggregated teacher affinity was positively related to an increased valuing of learning about HIV and pregnancy prevention across classrooms. Future directions and implications for practice are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Science Activities; Teacher Education Programs; Economic Status; Structural Equation Models; Scientific Principles; Science Achievement; Prior Learning; Science Equipment; Children; Science Materials; Longitudinal Studies; Kindergarten; Educational Research; Grade 3; Statistics; Predictor Variables

Abstract:
This study explores the impacts of selected early science experiences in kindergarten (frequency and duration of teachers' teaching of science, availability of sand/water table and science areas, and children's participation in cooking and science equipment activities) on children's science achievement in kindergarten and third grade using data for 8,642 children from the Early Childhood Longitudinal Study-Kindergarten cohort (ECLS-K). A theoretical model that depicts the relationships between the study variables was developed and tested using structural equation modeling. Results demonstrated that availability of science materials in kindergarten classrooms facilitated teachers' teaching of science and children's participation in science activities. Likewise, the frequency and the duration of kindergarten science teaching was a significant predictor of children's science activities but not of the children's end of kindergarten science achievement scores. Children's engagement with science activities that involved using science equipment also was not a significant predictor of their end of kindergarten science achievement. However, children's participation in cooking activities was. Children's prior knowledge, motivation, socio-economic status, and gender were all statistically significant predictors of their science achievement at the end of kindergarten and end of third grade. Results of this study indicate that early science experiences provided in kindergarten are not strong predictors of children's immediate and later science achievement. Findings of the study suggest that the limited time and nature of science instruction might be related to the limited effect of the science experiences. Implications for teacher education programs and educational policy development are discussed. (Contains 2 figures and 9 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Control Groups; Intervention; Diabetes; Health Behavior; Behavior Modification; Motivation; Dietetics; Patients; Behavior Change; Puerto Ricans; Urban Areas; Hospitals; Statistical Analysis; Biochemistry; Cultural Awareness; Physical Activities; Knowledge Level

Abstract:
The information-motivation-behavioral skills (IMB) model of health behavior change informed the design of a brief, culturally tailored diabetes self-care intervention for Puerto Ricans with type 2 diabetes. Participants (n = 118) were recruited from an outpatient, primary care clinic at an urban hospital in the northeast United States. ANCOVA models evaluated intervention effects on food label reading, diet adherence, physical activity, and glycemic control (HbA1c). At follow-up, the intervention group was reading food labels and adhering to diet recommendations significantly more than the control group. Although the mean HbA1c values decreased in both groups (Intervention: 0.48% vs. Control: 0.27% absolute decrease), only the intervention group showed a significant improvement from baseline to follow-up (p less than 0.008), corroborating improvements in diabetes self-care behaviors. Findings support the use of the IMB model to culturally tailor diabetes interventions and to enhance patients' knowledge, motivation, and behavior skills needed for self-care. (Contains 2 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Relationship; Early Reading; Reading Achievement; Kindergarten; High School Seniors; Reading Skills; Reading Ability; Family Characteristics; Children; Models; Longitudinal Studies; Data Analysis; Predictor Variables; Individual Development; Parent Child Relationship

Abstract:
Childhood is the crucial period for early children's reading ability building. Former research (Hanson & Farrell, 1995) found that early reading experience had a positive and long-term effect on reading competence for high school seniors in the future. Therefore, it is of great importance for researchers to understand children's initial reading abilities, their growth trajectories over time, and furthermore, the effects of child and family characteristics on the growth trajectories. The purpose of the study was to illustrate the use of the multilevel modeling approach to assess the early children's reading growth from their entering the kindergarten through the first year in elementary school. The research questions mainly focused on: (1) how child's reading ability grew over time, (2) how the growth varied across children, and (3) how some child-level variables affected the initial status, and the rate of change of reading ability over time. The data was collected from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K). SAS PROC MIXED procedure was used for analyzing multilevel growth models. The fixed effects and variance components of the fitted models were interpreted. The prototypical growth trajectories of reading ability were plotted. The results indicated that children's reading ability improved considerably during the first two years of schooling. However, there was great variability in individual change over time. An additional finding was that the relationship between the initial status and rate of change in reading ability was positive and small. This study also found two child-level variables, how often parents read to children, and whether children receive pre-kindergarten daycare were significant predictors of the growth trajectories, either initial status or rate of change. Although tentative, our findings do suggest efforts for improving early-reading skills. (Contains 3 figures and 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (113K)

Descriptors:
Misconceptions; Inferences; Data Analysis; Structural Equation Models; Error Patterns; Hypothesis Testing; Prediction; Goodness of Fit

Abstract:
Although structural equation modeling (SEM) is one of the most comprehensive and flexible approaches to data analysis currently available, it is nonetheless prone to researcher misuse and misconceptions. This article offers a brief overview of the unique capabilities of SEM and discusses common sources of user error in drawing conclusions from these analyses. We make recommendations to guide proper analytical practices and appropriate inferences and provide references for more advanced study. (Contains 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Individual Differences; Kindergarten; Reading Achievement; Ability Grouping; Longitudinal Studies; Reading Improvement; Emergent Literacy; Grouping (Instructional Purposes); Reading Instruction; Classroom Environment; Young Children

Abstract:
Regardless of individual differences at kindergarten entry, schools have a mission to promote reading achievement for all students. Within-class ability grouping is an instructional strategy that has received attention for its potential benefits to students. The authors assessed the effects of within-class ability grouping on kindergarten reading growth by using data from the Early Childhood Longitudinal Study-Kindergarten Cohort. Results revealed that the frequency with which teachers used ability groups was positively associated with mean school gain in reading, suggesting that early literacy and reading improvement in kindergarten may be facilitated by the use of ability groups in reading. (Contains 5 tables and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Kindergarten; Reading Improvement; Grade 1; Causal Models; Socioeconomic Status; Reading Achievement; Scores; Age Differences; Summer Programs; Ethnicity

Abstract:
Using the first 4 waves of data from the Early Childhood Longitudinal Study-Kindergarten cohort (ECLS-K), this piecewise 3-level (time-student-school) growth-curve model provides a portrait of students' reading growth over the first 2 years of school. On average, students make much greater reading gains in 1st grade than they do in kindergarten. First-grade monthly reading growth averages 2.65 points per month, whereas kindergarteners make approximately 1.67 points of reading growth per month. Student-level variables (including socioeconomic status, ethnicity, kindergarten entry age, and gender) were better able to explain between-schools variability in students' initial reading scores and students' reading growth than school-level variables (percentage of minority students, percentage of free-lunch students, and sector). Although socioeconomic status had a minimal impact on reading growth while school was in session, it had a larger impact on summer reading growth. These results suggest that between-schools differences in achievement are largely explained by the differences in school clientele, rather than differences in instruction or resource allocation. These results also underscore the potential importance of preschool and summer programs for low-socioeconomic status children. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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