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Articles 61 - 69 of 69
Full-Text Articles in Education
Gender Differences In Reading Comprehension Across Countries, Petra Lietz
Gender Differences In Reading Comprehension Across Countries, Petra Lietz
Dr Petra Lietz
In this chapter, hierarchical linear modeling is applied to investigate possible gender differences in reading achievement. First, a two-level hierarchical linear analysis is undertaken for each country on each occasion separately. This application of analysis serves to examine the robustness of relationships among variables and to prepare for the subsequent conjunct analysis in which gender differences across countries are examined. The results of the analyses provide evidence with respect to (a) differences in the reading comprehension of female and male students within countries, (b) differences in the reading comprehension of mainly female and mainly male instructional groups within countries; (c) …
International Comparisons Through Simultaneous And Conjunct Analysis: A Search For General Relationships Across Countries, Petra Lietz
Dr Petra Lietz
The results presented here indicated that it was not unreasonable to assume that factor loadings and factor correlations should be invariant across the eight countries. When item uniquenesses were set to be invariant, a decrease in fit according to the RNI and TLI was observed. The PRNI, in contrast, showed the highest value for the model in which invariance was assumed for all parameters in the model. The overall superiority of the no invariance model, however, suggests that while the parcels and items which were used to form indicators demonstrate consistently high loadings on their respective factors across all groups, …
Changes In Reading Comprehension Across Cultures And Over Time, Petra Lietz
Changes In Reading Comprehension Across Cultures And Over Time, Petra Lietz
Dr Petra Lietz
Two internationally comparative studies of reading were conducted by the International Association for the Evaluation of Educational Achievement (IEA), namely the Reading Comprehension Study in 1970/71 and the Reading Literacy Study in 1990/91. Eight educational systems participated in both studies at the 14- year-old level, namely Belgium (French), Finland, Hungary, Italy, The Netherlands, New Zealand, Sweden, and the United States of America. The information on student, teacher, and school variables that were common to both studies provided the core evidence used for analysis in this thesis. The major results are described. A general factor, reasoning, could be identified as pertaining …
Changes In Reading Comprehension Across Cultures And Over Time, Petra Lietz
Changes In Reading Comprehension Across Cultures And Over Time, Petra Lietz
Dr Petra Lietz
Two internationally comparative studies of reading were conducted by the International Association for the Evaluation of Educational Achievement (IEA), namely the Reading Comprehension Study in 1970/71 and the Reading Literacy Study in 1990/91. Eight educational systems participated in both studies at the 14- year-old level, namely Belgium (French), Finland, Hungary, Italy, The Netherlands, New Zealand, Sweden, and the United States of America. The information on student, teacher, and school variables that were common to both studies provided the core evidence used for analysis in this thesis. The major results are described. A general factor, reasoning, could be identified as pertaining …
Students' Perception Of Learning In Biology 1, E Martens, Petra Lietz
Students' Perception Of Learning In Biology 1, E Martens, Petra Lietz
Dr Petra Lietz
After collecting students' self-ratings on various study related tasks from 291 first year students enrolled in Biology in 1993, a theoretical model of the way in which (a) general student background factors such as sex, age and language at home and (b) particular factors concerned with students' learning and writing difficulties operate to influence end-of-year Biology results was developed. The proposed model was then tested using Partial Least Squares Path Analysis (PLSPATH) to examine the degree to which the theoretical model was an appropriate representation of the data. Results showed that university entrance score, gender, first year difficulties and learning …
Issues In The Measurement Of Change In Reading Achievement Over Time, Petra Lietz
Issues In The Measurement Of Change In Reading Achievement Over Time, Petra Lietz
Dr Petra Lietz
The analyses reported in this paper seek to examine: (1)the factor structures underlying the tests employed in the Reading Comprehension and the Reading Literacy Studies. In particular, it is of interest whether or not the assumption holds of a common factor or trait, that underlies the processes involved in reading comprehension, as argued by Thorndike (1973a). If this were not the case, it would not be appropriate to calculate a total score which is necessary to equate student performance over time. Confirmatory factor analysis (CFA) is used to examine this issue. (2)whether or not similar results are obtained across countries …
Cross-Sectional Research Methods, Petra Lietz
Cross-Sectional Research Methods, Petra Lietz
Dr Petra Lietz
This entry considers initially the different types of research studies that can be carried out in educational research, and their relationship to cross-sectional studies, the advantages and disadvantages of cross-sectional studies, the usefulness of cross- sectional studies, the difference kinds of research studies that are essentially cross-sectional in nature, as well as the gradations in types of investigation between cross- sectional and longitudinal research studies. In addition, this entry discusses issues concerned with the design of a cross- sectional study, the role of sampling, the methods of data collection, the value of pretest and pilot studies, and the major sources …
Mediated Gender Differences In Reading Achievement Of 14 Year Old Students In 15 Educational Systems, Petra Lietz
Mediated Gender Differences In Reading Achievement Of 14 Year Old Students In 15 Educational Systems, Petra Lietz
Dr Petra Lietz
The present article focuses on the way in which student's gender operates through other student background variables to influence achievement in reading of 14-year-old students.
Factors Influencing Reading Achievement At The 14-Year-Old Level In 15 Educational Systems, Petra Lietz
Factors Influencing Reading Achievement At The 14-Year-Old Level In 15 Educational Systems, Petra Lietz
Dr Petra Lietz
This thesis investigates student factors influencing reading achievement at the 14 year old level in a cross national comparison of 15 educational systems. It involves secondary analyses of data collected in the 1970-71 Reading Comprehension Study, which was undertaken by the International Association for the Evaluation of Educational Achievement. The previous research into student background factors influencing reading achievement beyond the initial stages of schooling is reviewed and the research questions are operationalised. This is followed by a description of the data set employed to investigate the research questions. The underlying conceptual framework from which a model of individual student …