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ERIC Number: ED530518
Record Type: Non-Journal
Publication Date: 2012
Pages: 9
Abstractor: ERIC
Reference Count: 7
ISBN: N/A
ISSN: N/A
A Multilevel Bi-Factor Framework for the Measurement of Instruction
Kelcey, Ben; Carlisle, Joanne
Society for Research on Educational Effectiveness
In this paper the authors briefly describe how features of the multilevel bi-factor model align with salient features of instruction. They then apply this framework to measure the extent to which teachers' instruction is supportive of vocabulary learning in second and third grade reading comprehension and vocabulary lessons. The results lend empirical evidence to the importance of studying instruction by treating lesson purpose as the teachers' unit of instruction and examining dimensions or features of instruction within lessons. The results suggest that the multilevel bi-factor model may more appropriately describe instruction and how it changes over lessons. Moreover, the results suggest that assuming unidimensionality across lesson purposes obscures measurement of the primary dimension in ways that both diminish the variance attributed to differences among teachers and overstate the ability of the measured features in discriminating among teachers. (Contains 3 tables and 5 figures.)
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Publication Type: Reports - Descriptive
Education Level: Early Childhood Education; Elementary Education; Grade 2; Grade 3; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Society for Research on Educational Effectiveness (SREE)
Identifiers - Location: Michigan