Jämför metoder
Granska de valda metoderna sida vid sida; rader som skiljer sig är markerade.
| Opportunity to Learn Analysis× | Educational Growth Curve Modeling× | |
|---|---|---|
| Ämnesområde | Education | Education |
| Familj≠ | Process / pipeline | Regression model |
| Ursprungsår≠ | 1963 | 1987 |
| Upphovsperson≠ | John B. Carroll (1963); Lorraine McDonnell (1995); IEA surveys | Anthony Bryk & Stephen Raudenbush; Judith Singer & John Willett |
| Typ≠ | Measurement and analysis of students' exposure to instructional content | Longitudinal multilevel model of individual change |
| Ursprungskälla≠ | McDonnell, L. M. (1995). Opportunity to learn as a research concept and a policy instrument. Educational Evaluation and Policy Analysis, 17(3), 305–322. DOI ↗ | Singer, J. D., & Willett, J. B. (2003). Applied Longitudinal Data Analysis: Modeling Change and Event Occurrence. Oxford University Press. ISBN: 9780195152968 |
| Alias | OTL Analysis, Opportunity-to-Learn Indicators, Content Coverage Analysis, Curriculum Coverage Measurement | Latent Growth Curve Modeling in Education, Multilevel Growth Models for Achievement, Individual Growth Trajectory Analysis, Learning Trajectory Modeling |
| Närliggande | 4 | 4 |
| Sammanfattning≠ | Opportunity to learn (OTL) analysis measures the degree to which students are actually taught the content on which they are assessed, and relates that exposure to their achievement. Rooted in Carroll's 1963 model of school learning and developed as both a research concept and a policy instrument by McDonnell (1995) and the international IEA assessments, it treats content coverage, instructional time, and the alignment between the enacted curriculum and the tested curriculum as measurable conditions of learning rather than properties of the learner. | 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. |
| ScholarGateDatamängd ↗ |
|
|