Compara mètodes
Revisa els mètodes seleccionats l'un al costat de l'altre; les files que difereixen es ressalten.
| Educational Hierarchical Linear Modeling× | Educational Growth Curve Modeling× | |
|---|---|---|
| Camp | Education | Education |
| Família | Regression model | Regression model |
| Any d'origen≠ | 2002 | 1987 |
| Autor original≠ | Stephen Raudenbush & Anthony Bryk | Anthony Bryk & Stephen Raudenbush; Judith Singer & John Willett |
| Tipus≠ | Multilevel regression for hierarchically nested educational data | Longitudinal multilevel model of individual change |
| Font seminal≠ | Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical Linear Models: Applications and Data Analysis Methods (2nd ed.). Sage. ISBN: 9780761919049 | Singer, J. D., & Willett, J. B. (2003). Applied Longitudinal Data Analysis: Modeling Change and Event Occurrence. Oxford University Press. ISBN: 9780195152968 |
| Àlies | Multilevel Models in Education, Students-in-Schools HLM, School Effects Multilevel Model, Random-Effects Models for Educational Data | Latent Growth Curve Modeling in Education, Multilevel Growth Models for Achievement, Individual Growth Trajectory Analysis, Learning Trajectory Modeling |
| Relacionats | 4 | 4 |
| Resum≠ | Educational hierarchical linear modeling (HLM) is a multilevel regression framework for data in which students are nested within classrooms and classrooms within schools. Formalized for education by Raudenbush and Bryk, it lets the intercept and slopes of a student-level regression vary across schools, simultaneously estimating student-level relationships, school-level relationships, and the cross-level interactions between them — while producing correct standard errors that single-level regression on clustered data cannot. | Educational growth curve modeling is a longitudinal multilevel technique for describing and explaining how individual students change over time on an outcome such as reading or mathematics achievement. Building on the hierarchical linear models framework formalized by Bryk and Raudenbush (1987) and the applied longitudinal treatment of Singer and Willett (2003), it fits each student a personal trajectory — an intercept and one or more slopes — and then models how those personal growth parameters vary across students and relate to learner characteristics, classrooms, and schools. |
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