How do we study "what happens Next"?

Annals of the American Academy of Political and Social Science

Volumn 602, Issue , 2005, Pages 131-144

  Raudenbush, Stephen W ^a  

^a UNIVERSITY OF CHICAGO   (United States)

Author keywords

Hierarchical linear models; Latent class models; Longitudinal research

Indexed keywords

EID: 27644528783     PISSN: 00027162     EISSN: None     Source Type: Journal    
DOI: 10.1177/0002716205280900     Document Type: Conference Paper

References (13)

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7. _. 2005a. Developmental trajectory groups: Fact or fiction? Occasional paper distributed prior to the inaugural Albany Symposium on Crime and Justice, State University of New York at Albany.
8. _. 2005b. What has been learned from group-based trajectory modeling? Examples from physical aggression and other problem behaviors. Annals of the American Academy of Political and Social Science 602:82-117.
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10. Raudenbush, Stephen. 2001. Comparing personal trajectories and drawing causal inferences from longitudinal data. Annual Review of Psychology 52:501-25.
11. Raudenbush, Stephen, Christopher Johnson, and Robert Sampson. 2003. A multivariate, multilevel Rasch model for self-reported criminal behavior Sociological Methodology 33 (1): 169-211.
12. Singer, Judith D., and John B. Willett. 2003. Applied longitudinal data analysis: Modeling change and event occurrence. New York: Oxford University Press.
13. Wright, S. Paul, Sandra Horn, and William Sanders. 1997. Teacher and classroom context effects on student achievement: Implications for teacher evaluation. Journal of Personnel Evaluation in Education 11:57-67.