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020 _a9783319280646
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024 7 _a10.1007/978-3-319-28064-6
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050 4 _aLC5225.A75
050 4 _aLB2822.75
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082 0 4 _a371.26
_223
100 1 _aPunter, R. Annemiek.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
_97529
245 1 0 _aPsychometric Framework for Modeling Parental Involvement and Reading Literacy
_h[electronic resource] /
_cby R. Annemiek Punter, Cees A. W. Glas, Martina R. M. Meelissen.
250 _a1st ed. 2016.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Springer,
_c2016.
300 _aXI, 97 p. 1 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
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347 _atext file
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490 1 _aIEA Research for Education, A Series of In-depth Analyses Based on Data of the International Association for the Evaluation of Educational Achievement (IEA),
_x2366-1631 ;
_v1
505 0 _a1. Introduction -- 2. Literature Review -- 3. Parental Involvement in PIRLS-2011 -- 4. Modeling Parental Involvement -- 5. Relation between Parental Involvement and Student Achievement in PIRLS-2011 -- 6. Conclusion and Discussion -- References -- Appendix: Technical details on the implementation of the bi-factor model.
506 0 _aOpen Access
520 _aThis volume offers insights from modelling measures of parental involvement and their relationship with student reading literacy across countries, exploring and incorporating cultural differences. This is a significant contribution to a field where cross-cultural comparisons from a triangulated perspective are sparse. For readers interested in exploring the relationship between parental involvement and student attainment, the literature review provides a useful starting point. Meanwhile, for the more methodologically interested reader, this report presents state-of-the-art ways to identify and model cultural differential item functioning in international large-scale assessment (ILSA), illustrating the extent to which the parental involvement construct may be influenced by cultural differences and how this may affect the outcomes of cross-cultural comparisons. The framework is generic and should provide a solid foundation for future ILSA practices and secondary analyses. ILSA studies like the IEA’s Progress in International Reading Literacy Study (PIRLS) provide valuable data, containing both student achievement data and contextual background data from schools, teachers, students and parents for over 41 countries.
650 0 _aAssessment.
_9384
650 0 _aLiteracy.
_92971
650 0 _aStatistics .
_9134
650 0 _aChild development.
_92481
650 1 4 _aAssessment, Testing and Evaluation.
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650 2 4 _aLiteracy.
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_92971
650 2 4 _aStatistics for Social Sciences, Humanities, Law.
_0https://scigraph.springernature.com/ontologies/product-market-codes/S17040
_9389
650 2 4 _aEarly Childhood Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O37000
_92483
700 1 _aGlas, Cees A. W.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
_97530
700 1 _aMeelissen, Martina R. M.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
_97531
710 2 _aSpringerLink (Online service)
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776 0 8 _iPrinted edition:
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776 0 8 _iPrinted edition:
_z9783319280653
776 0 8 _iPrinted edition:
_z9783319287102
830 0 _aIEA Research for Education, A Series of In-depth Analyses Based on Data of the International Association for the Evaluation of Educational Achievement (IEA),
_x2366-1631 ;
_v1
_92889
856 4 0 _uhttps://doi.org/10.1007/978-3-319-28064-6
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773 _tSpringer Nature Open Access eBook