Modelling Student Progress in Studies of Educational Effectiveness

School Effectiveness and School Improvement

Volumn 9, Issue 3, 1998, Pages 310-333

  Hill, Peter W ^a   Rowe, Kenneth J ^a  

^a UNIVERSITY OF MELBOURNE   (Australia)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0000838727     PISSN: 09243453     EISSN: None     Source Type: Journal    
DOI: 10.1080/0924345980090303     Document Type: Article

References (84)

1. Adams, R.J., & Khoo, S.T. (1992). TITAN: The ACER interactive test analysis system. Hawthorn, Vic: The Australian Council for Educational Research.
2. Adams, R.J., & Khoo, S.T. (1993). QUEST: The interactive test analysis system. Hawthorn, Vic: The Australian Council for Educational Research.
3. Ainley, J., Goldman, J., & Reed, R. (1990). Primary schooling in Victoria: A study of students ' attitudes and achievements in years 5 and 6 of government primary schools (ACER Research Monograph No. 37). Hawthorn, Vic: The Australian Council for Educational Research.
4. Ainley, J., Reed, R., & Miller, H. (1986). School organisation and the quality of schooling: A study of Victorian government secondary schools (ACER Research Monograph No. 29). Hawthorn, Vic: The Australian Council for Educational Research.
5. Alwin, D.F., & Jackson, D.J. (1980). Measurement models for response errors in surveys: Issues and applications. In D. Schuessler (Ed.), Sociological methodology. San Francisco: Jossey Bass.
6. Bosker, R.J., Creemers, B.P.M., & Scheerens, J. (1994). Conceptual and methodological advances in educational effectiveness research. International Journal of Educational Research, 21, 121-231.
7. Bosker, R.J., & Scheerens, J. (1995). A self-evaluation procedure for schools using multilevel modelling. Tijdschrift voor Onderwijsresearch, 20, 154-164.
8. Brophy, J. (1981). Teacher praise: A functional analysis. Review of Educational Research, 51, 5-32.
9. Brophy, J. (1986). Teacher influences on student achievement. American Psychologist, 41, 1069-1077.
10. Brophy, J., & Good, T. (1986). Teacher behavior and student achievement. In M. Wittrock (Ed.), Third handbook of research on teaching (pp. 328-375). New York: Macmillan.
11. Brown, R.L. (1989). Using covariance modeling for estimating reliability on scales with ordered polytomous variables. Educational and Psychological Measurement, 49, 383-398.
12. Bryk, A.S., & Raudenbush, S.W. (1987). Application of hierarchical linear models to assessing change. Psychological Bulletin, 101, 147-158.
13. Bryk, A.S., & Raudenbush, S.W. (1992). Hierarchical linear models: Applications and data analysis methods. Newbury Park, CA: Sage.
14. Castles, I. (1986). Australian standard classification of occupations: Statistical classification. Australian Bureau of Statistics. Canberra: C. J. Thompson Government Printer.
15. Creemers, B.P.M. (1992). School effectiveness, effective instruction and school improvement in The Netherlands. In D. Reynolds & P. Cuttance (Eds.), School effectiveness: Research policy and practice (pp. 48-70). London: Cassell.
16. Elsworth, G.R., & Coulter, F. (1977). Aspiration and attainment: The measurement of professional self perception in student teachers. Occasional Paper, No. 11. Hawthorn, Vic: The Australian Council for Educational Research.
17. Fleishman, J., & Benson, J. (1987). Using LISREL to evaluate measurement models and scale reliability. Educational and Psychological Measurement, 47, 925-939.
18. Goldstein, H. (1979). The design and analysis of longitudinal studies: Their role in the measurement of change. London: Academic Press.
19. Goldstein, H. (1986a). Efficient statistical modeling of longitudinal data. Annals of Human Biology, 13, 129-142.
20. Goldstein, H. (1986b). Multilevel mixed linear model analysis using iterative generalized least squares. Biometrika, 73, 43-56.
21. Goldstein, H. (1995). Multilevel statistical models. London: Edward Arnold.
22. Goldstein, H. (1997). Methods in school effectiveness research. School Effectiveness and School Improvement, 8, 369-395.
23. Goldstein, H., & McDonald, R.P. (1988). A general model for the analysis of multilevel data. Pychometrika, 53, 455-467.
24. Good, T., & Brophy, J. (1984). Looking in classrooms (3rd ed.). New York: Harper & Row.
25. Gray, J., Jesson, D., Goldstein, H., Hedger, K., & Rasbash, J. (1995). A multi-level analysis of school improvement: Changes in schools' performance over time. School Effectiveness and School Improvement, 6, 97-114.
26. Griffin, P.E. (1990). Profiling literacy development: Monitoring the accumulation of reading skills. Australian Journal of Education, 34, 290-311.
27. Griffin, P.E., & Nix, P. (1991). Educational assessment and reporting: A new approach. London: Harcourt Brace Jovanovich.
28. Griffin, P.E., Smith, P.G., & Burrill, L.E. (1995a). The American Literacy Profiles. Portsmouth: Heinneman.
29. Griffin, P.E., Smith, P.G., & Burrill, L.E. (1995b). The Literacy Profile Scales: Towards effective assessment and reporting. Belconnen, ACT: Australian Curriculum Studies Association.
30. Gustafsson, J.E., & Stahl, P.A. (1997). Streams user's guide: Version 1.7 for Windows. Mölndal, Sweden: Göteborg University.
31. Harris, C.W. (Ed.). (1963). Problems in measuring change. Madison: University of Wisconsin Press.
32. Hart, P.M., Conn, M., & Carter, N. (1992). School Organisational Health Questionnaire: Manual. Melbourne: Vic: Department of School Education.
33. Hart, P.M., Carter, N., Conn, M., Dingle, B., & Wearing, A.J. (1993, November). Development of the School Organisational Health Questionnaire: A measure for assessing teacher morale and school organisational climate. Paper presented at the 1993 Annual Conference of the Australian Association for Research in Education, Fremantle, W.A.
34. Hill, P.W., Holmes-Smith, P., & Rowe, K.J. (1993). School and teacher effectiveness in Victoria: Key findings from Phase I of the Victorian Quality Schools Project. Melbourne: Centre for Applied Educational Research, The University of Melbourne. (ERIC Clearing House, Document No. ED 367 067)
35. Hill, P.W., & Rowe, K.J. (1996). Multilevel modelling in school effectiveness research. School Effectiveness and School Improvement, 7, 1-34.
36. Hill, P.W., Rowe, K.J., & Holmes-Smith, P. (1996, January). Modelling student progress. Paper presented at the International Congress for School Effectiveness and Improvement, Minsk, Belarus.
37. Hill, P.W., Rowe, K.J., Holmes-Smith, P., & Russell, V.J. (1996). The Victorian Quality Schools Project: A study of school and teacher effectiveness. Report to the Australian Research Council (Volume 1 - Report). Melbourne: Centre for Applied Educational Research, Faculty of Education, The University of Melbourne.
38. Holmes-Smith, P., & Rowe, K.J. (1994, January). The development and use of congeneric measurement models in school effectiveness research: Improving the reliability and validity of composite and latent variables for fitting multilevel and structural equation models. Paper presented at the International Congress for School Effectiveness and Improvement, Melbourne.
39. Jöreskog, K.G. (1971). Statistical analysis of sets of congeneric tests. Psychometrika, 36, 109-133.
40. Kessler, R.C., & Greenberg, D.F. (1981). Linear panel analysis: Models of quantitative change. New York: Academic Press.
41. Kreft, I.G., de Leeuw, J., & van der Leeden, R. (1994). Review of five multilevel analysis programs: BMDP-5V, GENMOD, HLM, ML3, VARCL. The American Statistician, 48, 324-335.
42. Masters, G.N. (1982). A Rasch model for partial credit scoring. Psychometrika, 47, 149-174.
43. McArdle, J.J., & Hamagami, F. (1996). Multilevel models from a group structural equation perspective. In G.A. Marcoulides & R.E. Schumacker (Eds.), Advanced structural equation modeling: Issues and techniques (pp. 89-124). Mahwah, NJ: Lawrence Erlbaum.
44. McDonald, R.P., & Goldstein, H. (1989). Balanced versus unbalanced designs for linear structural relations in two-level data. British Journal of Mathematical and Statistical Psychology, 42, 215-232.
45. Monk, D.H. (1992). Education productivity research: An update and assessment of its role in education finance reform. Education Evaluation and Policy Analysis, 14, 307-332.
46. Munck, M.E. (1979). Model building in comparative education: Applications of the LISREL method to cross-national survey data. International Association for the Evaluation of Educational Achievement Monograph Series No. 10. Stockholm: Almqvist & Wiksell International.
47. Muthén, B.O. (1994). Multilevel covariance structure analysis. Sociological Methods and Research, 22, 376-398.
48. Rasbash, J., Woodhouse, G., Yang, M., & Goldstein (1996). MLn: Software for multilevel analysis (Version 1.0a). Multilevel Models Project, Institute of Education, University of London.
49. Raudenbush, S.W. (1989). The analysis of longitudinal, multilevel data. International Journal of Educational Research, 13, 721-740.
50. Raudenbush, S.W. (1995). Maximum likelihood estimation for unbalanced multilevel covariance structure models via the EM algorithm. British Journal of Mathematical and Statistical Psychology, 48, 359-370.
51. Raudenbush, S.W., & Bryk, A.S. (1988). Methodological advances in analyzing the effects of schools and classrooms on student learning. In E.Z. Rothkopf (Ed.), Review of research in education 1988-1989 (Vol. 15, pp. 423-475). Washington, DC: American Educational Research Association.
52. Raudenbush, S.W., & Willms, J.D. (Eds.). (1991). Schools, classrooms and pupils: International studies of schooling from a multilevel perspective. New York: Academic Press.
53. Raudenbush, S.W., & Willms, J.D. (1995). The estimation of school effects. Journal of Educational and Behavioral Statistics, 20, 307-335.
54. Rogosa, D.R., & Willett, J.B. (1985). Understanding correlates of change by modeling individual differences in growth. Psychometrika, 90, 726-748.
55. Ross, K.M. (1988a). Sampling. In J.P. Keeves (Ed.), Educational research, methodology and measurement: An international handbook (pp. 527-537). Oxford: Pergamon Press.
56. Ross, K.N. (1988b). Sampling errors. In J.P. Keeves (Ed.), Educational research, methodology and measurement: An international handbook (pp. 537-541). Oxford: Pergamon Press.
57. Rowe, K.J. (1991). The influence of reading activity at home on students' attitudes towards reading, classroom attentiveness and reading achievement: An application of structural equation modelling. British Journal of Educational Psychology, 61, 19-35.
58. Rowe, K.J. (1995). Factors affecting students' progress in reading: Key findings from a longitudinal study. Literacy, Teaching and Learning, 1, 57-110.
59. Rowe, K.J. (1997). Multilevel structural equation modeling with MLn and LISREL: An integrated course (1st ed.). Melbourne: Centre for Applied Educational Research, The University of Melbourne.
60. Rowe, K.J., & Hill, P.W. (1996). Assessing, recording and reporting students' educational progress: The case for 'Subject Profiles'. Assessment in Education, 3, 309-352.
61. Rowe, K. J., & Hill, P.W. (1997, January). Simultaneous estimation of multilevel structural equations to model students' educational progress. Paper presented at the Tenth International Congress for School Effectiveness and Improvement, Memphis, Tennessee.
62. Rowe, K.J., & Hill, P.W. (In press). Accounting for the hierarchical structure of data in psychosocial research: An annotated example using multilevel structural equation modeling. Structural Equation Modeling.
63. Rowe, K.J., Hill, P.W., & Holmes-Smith, P. (1994, January). The Victorian Quality Schools Project: A report on the first stage of a longitudinal study of school and teacher effectiveness. Symposium paper presented at the 7th International Congress for School Effectiveness and Improvement, The World Congress Centre, Melbourne.
64. Rowe, K.J., Hill, P.W, & Holmes-Smith P. (1995). Methodological issues in educational performance and school effectiveness research: A discussion with worked examples. Australian Journal of Education, 39, 217-248.
65. Rowe, K.J., & Rowe, K.S. (1992a). The relationship between inattentiveness in the classroom and reading achievement (Part A): Methodological issues. Journal of the American Academy of Child and Adolescent Psychiatry, 31, 349-356.
66. Rowe, K.J., & Rowe, K.S. (1992b). The relationship between inattentiveness in the classroom and reading achievement (Part B): An explanatory study. Journal of the American Academy of Child and Adolescent Psychiatry, 31, 357-368.
67. Rowe, K.J., & Rowe, K.S. (1992c). Impact of antisocial, inattentive and restless behaviors on reading. In J. Elkins & J. Izzard (Eds.), Student behavior problems: Context initiatives and programs (pp. 47-76). Hawthorn, Vic: The Australian Council for Educational Research.
68. Rowe, K.J., & Rowe, K.S. (1993, November). Assessing student behavior: The utility and measurement properties of a simple parent and teacher-administered behavioral rating instrument for use in educational and epidemiological research. Paper presented at the 1993 Annual Conference of the Australian Association for Research in Education, Fremantle, W.A.
69. Rowe, K.J., & Rowe, K.S. (1995). The effects of externalizing behaviours in the classroom on students' progress in literacy and numeracy. Paper presented at the Annual Conference of the Australian College of Paediatrics, Adelaide, South Australia, May 8-12, 1995. Journal of Paediatrics and Child Health, 31, A18.
70. Rowe, K.J., & Rowe, K.S. (1997a). RBRI Profile Users' Guide: Interactive Software for the Assessment and Monitoring of Child/Student Externalizing Behaviours at Home and at School (Version 1.2, Clinical). Melbourne: Centre for Applied Educational Research, The University of Melbourne and Department of Paediatrics, The University of Melbourne, Royal Children's Hospital (ISBN 0 7325 0828 2).
71. Rowe, K.J., & Rowe, K.S. (1997b). Inattentiveness and literacy achievement: The interdependence of student and class/teacher effects. Paper presented at the 42nd Scientific Meeting of the Australian College of Paediatrics, Christchurch, New Zealand, August. Journal of Paediatrics and Child Health, 33, A20.
72. Rowe, K.J., & Sykes, J. (1989). The impact of professional development on teachers' self perceptions. Teaching and Teacher Education, 5, 129-141.
73. Scheerens, J. (1992). Effective schooling: Research, theory and practice. London: Cassell.
74. Scheerens, J., & Bosker, R. (1997). The foundations of educational effectiveness. Oxford: Pergamon.
75. Slavin, R. (1987). A theory of school and classroom organization. Educational Psychologist, 22, 89-108.
76. Slavin, R. (1994). Quality, appropriateness, incentive and time: A model of instructional effectiveness. International Journal of Educational Research, 21, 141-157.
77. Stringfield, S. (1994). The analysis of large databases in school effectiveness research. In D. Reynolds, B.P.M. Creemers, P.S. Nesselrodt, E.C. Schaffer, S. Stringfield, & C. Teddlie (Eds.), Advances in school effectiveness research and practice (pp. 55-72). Oxford: Pergamon.
78. Tymms, P. (1995). A comment on "A multi-level analysis of school improvement: Changes in schools' performance over time" by Gray, Jesson, Goldstein, Hedger, and Rasbash. School Effectiveness and School Improvement, 6, 115-117.
79. Tymms, P., Merrell, C., & Henderson, B. (1997). The first year at school: A quantitative investigation of the attainment and progress of pupils. Educational Research and Evaluation, 3, 101-118.
80. Veenman, S. (1995). Cognitive and non-cognitive effects of multigrade and multi-age classes: A best-evidence synthesis. Review of Educational Research, 65, 319-381.
81. Victoria (1991). English Profiles Handbook: Assessing and reporting students' progress in English. Melbourne, Vic: School Programs Division, Ministry of Education and Training.
82. Wallerstein, J.S. (1991). The long term effects of divorce on children. Journal of the American Academy of Child and Adolescent Psychiatry, 30, 349-360.
83. Werts, C.E., Rock, D.R., Linn, R.L., & Jöreskog, K.G. (1978). A general method for estimating the reliability of a composite. Educational and Psychological Measurement, 38, 933-938.
84. Willett, J.B. (1988). 'Questions and answers in the measurement of change. In E.Z. Rothkopf (Ed.), Review of research in education 1988-1989, Vol. 15 (pp. 345-422). Washington, DC: American Educational Research Association.