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Psychometric framework for modeling ...

Punter, Annemiek.

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Psychometric framework for modeling parental involvement and reading literacy

Record Type:	Electronic resources : Monograph/item
Title/Author:	Psychometric framework for modeling parental involvement and reading literacy/ by Annemiek Punter, Cees A.W. Glas, Martina R.M. Meelissen.
Author:	Punter, Annemiek.
other author:	Glas, Cees A.W.
Published:	Cham :Springer International Publishing : : 2016.,
Description:	xi, 97 p. :digital ;25 cm.
[NT 15003449]:	1. 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.
Contained By:	Springer eBooks
Subject:	Educational evaluation. -
Online resource:	http://dx.doi.org/10.1007/978-3-319-28064-6
ISBN:	9783319280646$q(electronic bk.)

Psychometric framework for modeling parental involvement and reading literacy
Punter, Annemiek.

Psychometric framework for modeling parental involvement and reading literacy[electronic resource] /by Annemiek Punter, Cees A.W. Glas, Martina R.M. Meelissen. - Cham :Springer International Publishing :2016. - xi, 97 p. :digital ;25 cm. - IEA research for education,v.12366-1631 ;. - IEA research for education ;v.1..

1. 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.

Open access.

This 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.

ISBN: 9783319280646$q(electronic bk.)

Standard No.: 10.1007/978-3-319-28064-6doiSubjects--Topical Terms:

526425
Educational evaluation.

LC Class. No.: LB2822.75 / .P86 2016

Dewey Class. No.: 371.26

Psychometric framework for modeling parental involvement and reading literacy
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505 0 $a 1. 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 $a Open access.
520 $a This 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.
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