Thank you for downloading using multivariate statistics. As you may know, people have look hundreds times for their favorite novels like this using multivariate statistics, but end up in infectious downloads. Rather than reading a good book with a cup of tea in the afternoon, instead they juggled with some harmful bugs inside their laptop. using multivariate statistics is available in our digital library an online access to it is set as public so you can download it instantly. Our books collection saves in multiple locations, allowing you to get the most less latency time to download any of our books like this one. Merely said, the using multivariate statistics is universally compatible with any devices to read.

Using Multivariate Statistics

Pedagosko i psiholosko testiranje i procjenjivanje spadaju među najvažnije doprinose znanosti o ponasanju nasem drustvu i pružaju temeljna i znacajna poboljsanja u odnosu na ranije postupke. Iako se ne može ustvrditi da su svi testovi dovoljno usavrseni niti da su sva testiranja razborita i korisna, postoji velika kolicina informacija koje ukazuju na ucinkovitost kvalitetnih instrumenata u onim situacijama u kojima je njihovo koristenje potkrijepljeno validacijskim podacima. Pravilna upotreba testova može dovesti do boljih odluka o pojedincima i programima nego sto bi to bio slucaj bez njihovog koristenja, a također i ukazati na put za siri i pravedniji pristup obrazovanju i zaposljavanju. Međutim, losa upotreba testova može dovesti do zamjetne stete nanesene ispitanicima i drugim sudionicima u procesu donosenja odluka na temelju testovnih podataka. Cilj Standarda je promoviranje kvalitetne i eticne upotrebe testova te uspostavljanje osnovice za ocjenu kvalitete postupaka testiranja. Svrha objavljivanja Standarda je uspostavljanje kriterija za evaluaciju testova, provedbe testiranja i posljedica upotrebe testova. Iako bi evaluacija prikladnosti testa ili njegove primjene trebala ovisiti prvenstveno o strucnim misljenjima, Standardi pružaju okvir koji osigurava obuhvacanje svih relevantnih pitanja. Bilo bi poželjno da svi autori, sponzori, nakladnici i korisnici profesionalnih testova usvoje Standarde te da poticu druge da ih također prihvate.

Standards for educational and psychological testing

Several methods for testing mediation hypotheses with 2-level nested data have been proposed by researchers using a multilevel modeling (MLM) paradigm. However, these MLM approaches do not accommodate mediation pathways with Level-2 outcomes and may produce conflated estimates of between- and within-level components of indirect effects. Moreover, these methods have each appeared in isolation, so a unified framework that integrates the existing methods, as well as new multilevel mediation models, is lacking. Here we show that a multilevel structural equation modeling (MSEM) paradigm can overcome these 2 limitations of mediation analysis with MLM. We present an integrative 2-level MSEM mathematical framework that subsumes new and existing multilevel mediation approaches as special cases. We use several applied examples and accompanying software code to illustrate the flexibility of this framework and to show that different substantive conclusions can be drawn using MSEM versus MLM.

/pdf/a-general-multilevel-sem-framework-for-assessing-multilevel-4kljtbetjd.pdf

A General Multilevel SEM Framework for Assessing Multilevel Mediation

미국의 “전국 수학 교사 협의회”(National Council of Teachers of Mathematics, NCTM)는 1989년부터 〈학교 수학의 교육과정과 평가 규준〉(1989), 〈수학 가르침(교수)의 전문성 규준〉(1991), 〈학교 수학의 평가(시험) 규준〉(NCTM, 1995), 〈학교 수학의 원리와 규준〉(2000)을 출판하여 미국의 수학 교육 의 전망(목표, 나아갈 길)과 규준(실행 지침)을 제시하였다. 수학 교사들로 구성된 미국의 NCTM은 학생, 학부모, 학교 행정가 등 많은 사람들과 힘을 합하여 모든 학생들에게 수준 높은 수학 교육을 받을 수 있는 여건(환경, 기회)을 조성하는 데 구심점의 역할을 하였다. 한편 많은 관련 단체들은 여러 배경과 능력을 가진 학생들이 전문성을 지닌 교사(특수 교사를 일컫는 밀이 아니다. 수학 교과를 이해하고 수학의 전문성과 특수성을 가르칠 수 있는 일반 교사를 일컫는 말이다.)로부터 미래를 대비해 평등하고, 진취적이며, 지원이 잘 이루어지고, 공학 도구(IT)가 잘 갖춰진 환경에서 중요한 수학적 아이디어를 이해하면서 학습할 수 있는 수학 교실(미국에서는 우리나라처럼 수학 교사가 수학 시간에 학생의 방(교실: Homeroom)에 찾아가지 않고 학생들이 선생의 방(수학 교실: Classroom)을 찾아온다. 전형적인 수학 교실의 사진은 2쪽에 나와 있다.)을 만들기 위해 함께 힘썼다. NCTM에서 출간한 여러 규준들은 우리나라의 제6차와 제7차 교육과정에도 큰 영향을 미쳤다. 이 글에서는 NCTM(2000)에서 제시한 학습 원리를 간단히 살펴본 다음 이를 중심으로 현재 미국 수학 교육의 교수ㆍ학습 이론의 동향을 살펴본다.

미국 NCTM의 Principles and Standards for School Mathematics에 나타난 수학과 교수,학습의 이론

The statistical analysis of mediation effects has become an indispensable tool for helping scientists investigate processes thought to be causal. Yet, in spite of many recent advances in the estimation and testing of mediation effects, little attention has been given to methods for communicating effect size and the practical importance of those effect sizes. Our goals in this article are to (a) outline some general desiderata for effect size measures, (b) describe current methods of expressing effect size and practical importance for mediation, (c) use the desiderata to evaluate these methods, and (d) develop new methods to communicate effect size in the context of mediation analysis. The first new effect size index we describe is a residual-based index that quantifies the amount of variance explained in both the mediator and the outcome. The second new effect size index quantifies the indirect effect as the proportion of the maximum possible indirect effect that could have been obtained, given the scales of the variables involved. We supplement our discussion by offering easy-to-use R tools for the numerical and visual communication of effect size for mediation effects.

/pdf/effect-size-measures-for-mediation-models-quantitative-373kkaf6c8.pdf

Effect size measures for mediation models: quantitative strategies for communicating indirect effects.

The authors conducted a content analysis on new scale development articles appearing in the Journal of Counseling Psychology during 10 years (1995 to 2004). The authors analyze and discuss characteristics of the exploratory and confirmatory factor analysis procedures in these scale development studies with respect to sample characteristics, factorability, extraction methods, rotation methods, item deletion or retention, factor retention, and model fit indexes. The authors uncovered a variety of specific practices that were at variance with the current literature on factor analysis or structural equation modeling. They make recommendations for best practices in scale development research in counseling psychology using exploratory and confirmatory factor analysis.

Scale Development Research: A Content Analysis and Recommendations for Best Practices

In this study we examined differences between online distance education and traditional classroom learning for an introductory undergraduate statistics course. Two outcome dimensions were measured: students’ final grades and student satisfaction with the course. Using independent samples t-tests, results indicated that there was no significant difference in grades between the online and traditional classroom contexts. However, students enrolled in the online course were significantly less satisfied with the course than the traditional classroom students on several dimensions. This finding is inconsistent with the “no significant difference phenomenon,” described in Russell’s (1999) annotated bibliography, which supports minimal outcome differences between online courses and face-to-face courses.

A Comparison of Student Achievement and Satisfaction in an Online Versus a Traditional Face-to-Face Statistics Class

Randall E. Schumacker and Richard G. Lomax. New York, NY: Routledge, 2010, 536 pages, $59.95 (softcover). As the popularity of structural equation modeling (SEM) grows, so does the number of introd...

A Beginner's Guide to Structural Equation Modeling (3rd ed.)

Predicting student achievement for low stakes tests with effort and task value

Model modification is oftentimes conducted after discovering a badly fitting structural equation model. During the modification process, the modification index (MI) and the standardized expected parameter change (SEPC) are 2 statistics that may be used to aid in the selection of parameters to add to a model to improve the fit. The purpose of this study was to extend the literature by examining the performance of the MI and the SEPC used independently and in conjunction with one another in terms of arriving at the correct confirmatory factor model. The results indicated that, in general, the SEPC outperformed the MI when arriving at the correct confirmatory factor model. However, they performed more similarly as factor loading size, sample size, and misspecified parameter size increased. The author provides recommendations on when the MI and SEPC perform more optimally.

Tiffany A. Whittaker

Papers

Scale Development Research: A Content Analysis and Recommendations for Best Practices

A Comparison of Student Achievement and Satisfaction in an Online Versus a Traditional Face-to-Face Statistics Class

A Beginner's Guide to Structural Equation Modeling (3rd ed.)

Predicting student achievement for low stakes tests with effort and task value

Using the Modification Index and Standardized Expected Parameter Change for Model Modification