方法对比

	Opportunity to Learn Analysis	Educational Growth Curve Modeling
领域	Education	Education
方法族	Process / pipeline	Regression model
起源年份	1963	1987
提出者	John B. Carroll (1963); Lorraine McDonnell (1995); IEA surveys	Anthony Bryk & Stephen Raudenbush; Judith Singer & John Willett
类型	Measurement and analysis of students' exposure to instructional content	Longitudinal multilevel model of individual change
开创性文献	McDonnell, L. M. (1995). Opportunity to learn as a research concept and a policy instrument. Educational Evaluation and Policy Analysis, 17(3), 305–322.	Singer, J. D., & Willett, J. B. (2003). Applied Longitudinal Data Analysis: Modeling Change and Event Occurrence. Oxford University Press. ISBN: 9780195152968
别名	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
相关	4	4
摘要	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.