Using hierarchical linear modeling to study social contexts: The case of school effects
Using hierarchical linear modeling to study social contexts: The case of school effects
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DOI：
10.1207/s15326985ep3502_6
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发表时间：
2000-03-01
影响因子：
8.8
通讯作者：
Lee, VE
中科院分区：
文献类型：
--
作者：
Lee, VE
本文着重探讨一个特殊的教育环境，即学校，以及高中的结构和组织特点如何影响学生的学业发展。重点是一种称为学校效果研究的定量调查。它描述了一种方法，是最适合进行研究的学校的影响，特别是在一般的教育背景：分层线性模型（HLM）。两个以前发表的研究被用作启发式的例子，学校的影响进行了研究与HLM方法。这两项研究都使用了1988年国家教育纵向研究中具有全国代表性的大型纵向数据，以探讨学校对学生社会经济地位的学习及其社会分布的影响。研究1关注高中规模对学习的影响。研究二着重于教师的态度，作为学校社会组织的集体财产，如何影响学习及其社会分配。政策和研究的影响进行了讨论。
This article focuses on a particular educational context, the school, and how characteristics of the structure and organization of high schools influence students' academic development. The emphasis is on a type of quantitative inquiry called school effects research. It describes a methodology that is most appropriate for conducting studies of school effects in particular and educational contexts in general: hierarchical linear modeling (HLM). Two previously published studies are used as heuristic examples of school effects studies conducted with HLM methods. Both studies use large and nationally representative longitudinal data from the National Education Longitudinal Study of 1988 to explore school effects on learning and its social distribution by student socioeconomic status. Study 1 focuses on the effects of high school size on learning. Study 2 focuses on how teachers' attitudes, taken as a collective property of the social organization of schools, influence both learning and its social distribution. Implications for both policy and research are discussed.