Methoden vergelijken
Bekijk de geselecteerde methoden naast elkaar; rijen die verschillen zijn gemarkeerd.
| Latente Transitieanalyse× | Waardetoevoeging-modellering× | |
|---|---|---|
| Vakgebied | Psychometrie | Psychometrie |
| Familie | Latent structure | Latent structure |
| Jaar van ontstaan≠ | 2002 | 1998 |
| Grondlegger≠ | Linda M. Collins, Stephanie T. Lanza | William Sanders, Sandra Horn |
| Type≠ | Markovian transition between latent states | Longitudinal student achievement modeling |
| Oorspronkelijke bron≠ | Collins, L. M., & Lanza, S. T. (2010). Latent Class and Latent Transition Analysis: With Applications in the Social, Behavioral, and Health Sciences. Wiley. ISBN: 9780470228395 | Kane, T. J., Rockoff, J. E., & Staiger, D. O. (2008). What does certification tell us about teacher effectiveness? Evidence from New York City. Economics of Education Review, 27(6), 615-631. DOI ↗ |
| Aliassen | LTA | VAM |
| Verwant | 4 | 4 |
| Samenvatting≠ | Latent Transition Analysis (LTA) is a method for studying transitions between latent classes over time, developed by Collins and Lanza (2010). LTA combines latent class analysis (grouping individuals into classes) with Markovian transition models to understand how people move between qualitatively distinct states across time periods. | Value-Added Modeling (VAM) is a method for assessing the contribution of schools or teachers to student achievement growth, developed by Sanders and Horn (1998). VAM isolates the effect of a teacher or school by comparing student gains (value added) while controlling for prior achievement and student characteristics. |
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