000 | 03712nam a22005535i 4500 | ||
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001 | 978-3-319-28064-6 | ||
003 | DE-He213 | ||
005 | 20190313085130.0 | ||
007 | cr nn 008mamaa | ||
008 | 160219s2016 gw | s |||| 0|eng d | ||
020 |
_a9783319280646 _9978-3-319-28064-6 |
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024 | 7 |
_a10.1007/978-3-319-28064-6 _2doi |
|
050 | 4 | _aLC5225.A75 | |
050 | 4 | _aLB2822.75 | |
072 | 7 |
_aJNKD _2bicssc |
|
072 | 7 |
_aEDU011000 _2bisacsh |
|
082 | 0 | 4 |
_a371.26 _223 |
100 | 1 |
_aPunter, Annemiek. _eauthor. |
|
245 | 1 | 0 |
_aPsychometric Framework for Modeling Parental Involvement and Reading Literacy _h[electronic resource] / _cby Annemiek Punter, Cees A. W. Glas, Martina R. M. Meelissen. |
264 | 1 |
_aCham : _bSpringer International Publishing : _bImprint: Springer, _c2016. |
|
300 |
_aXI, 97 p. 1 illus. _bonline resource. |
||
336 |
_atext _btxt _2rdacontent |
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337 |
_acomputer _bc _2rdamedia |
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338 |
_aonline resource _bcr _2rdacarrier |
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347 |
_atext file _bPDF _2rda |
||
490 | 1 |
_aIEA Research for Education, A Series of In-depth Analyses Based on Data of the International Association for the Evaluation of Educational Achievement (IEA), _x2366-1631 ; _v1 |
|
505 | 0 | _a1. 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. | |
506 | 0 | _aOpen Access | |
520 | _aThis 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. | ||
650 | 0 | _aEducation. | |
650 | 0 | _aAssessment. | |
650 | 0 | _aChild development. | |
650 | 0 | _aLiteracy. | |
650 | 0 | _aStatistics. | |
650 | 1 | 4 | _aEducation. |
650 | 2 | 4 | _aAssessment, Testing and Evaluation. |
650 | 2 | 4 | _aLiteracy. |
650 | 2 | 4 | _aStatistics for Social Science, Behavorial Science, Education, Public Policy, and Law. |
650 | 2 | 4 | _aChildhood Education. |
700 | 1 |
_aGlas, Cees A. W. _eauthor. |
|
700 | 1 |
_aMeelissen, Martina R. M. _eauthor. |
|
710 | 2 | _aSpringerLink (Online service) | |
773 | 0 | _tSpringer eBooks | |
776 | 0 | 8 |
_iPrinted edition: _z9783319287102 |
830 | 0 |
_aIEA Research for Education, A Series of In-depth Analyses Based on Data of the International Association for the Evaluation of Educational Achievement (IEA), _x2366-1631 ; _v1 |
|
856 | 4 | 0 | _uhttp://dx.doi.org/10.1007/978-3-319-28064-6 |
912 | _aZDB-2-EDA | ||
999 |
_c48362 _d48362 |