Educational Progress of Children at Risk of Low Academic Achievement: A Psychometrically Informed Investigation of Educational Outcomes and Resilience Factors with Longitudinal Data of the National Educational Panel Study

面临学业成绩低下风险的儿童的教育进展:利用国家教育小组研究的纵向数据对教育成果和弹性因素进行心理测量调查

基本信息

项目摘要

Children in at-risk circumstances with resilience have normal developmental outcomes in many areas, including education and cognitive development; meanwhile, those who lack resilience lag behind their peers. Several longitudinal studies have tracked the development of at-risk children in the resilience framework, but high quality studies including German children are lacking. The National Education Panel Study (NEPS) offers some unique features for both the study of resilience and educational outcomes with longitudinal data and methodological advances in test theory. NEPS includes large-scale longitudinal data of several at-risk groups as well as not at-risk children in Germany. . This data allows for identification and comparison of three at-risk groups of particular interest to current research: low socioeconomic status (SES) families, children with migrant background, and learners with special educational needs (SEN). Additionally, the large dataset of NEPS allows for a refinement of methodology for analyzing test items. Because of demographic and other differences in at-risk populations, individual test items may not provide the same information for both at-risk and not at-risk children (i.e., they lack measurement invariance). This would further complicate the problem of accurate comparing educational and cognitive development outcomes for at-risk children. We propose to address these problems by identifying three at-risk groups including low SES, migrant background, and learners with SEN in the NEPS dataset and analyze their development longitudinally via competencies in math, science, and spelling as well as metacognition. We will use a novel differential item function (DIF) analysis to quantify the extent to which NEPS items are not invariant across both at-risk and not at-risk children. Finally, using plausible values we will produce quantitative longitudinal models of development, such as latent growth, profile, and change models for both groups to identify factors that predict resilience in at-risk learners. This work will contribute significantly to both resilience research and item response theory (IRT) methodology, as well as provide practical guidance to researchers using scales included in NEPS or similar large-scale studies for the comparison of at-risk children with those not at-risk.
处于风险环境中的儿童,具有复原力,在许多领域都有正常的发展成果,包括教育和认知发展;同时,那些缺乏复原力的儿童落后于同龄人。一些纵向研究跟踪了风险儿童在弹性框架中的发展,但缺乏包括德国儿童在内的高质量研究。国家教育小组研究(NEPS)提供了一些独特的功能,无论是弹性和教育成果的研究与纵向数据和测试理论的方法进步。 NEPS包括德国几个高危群体以及非高危儿童的大规模纵向数据。.这些数据可以识别和比较目前研究特别感兴趣的三个风险群体:低社会经济地位(SES)家庭,移民背景的儿童和有特殊教育需求(SEN)的学习者。此外,NEPS的大数据集允许用于分析测试项目的方法的改进。由于高危人群的人口统计学和其他差异,单个测试项目可能无法为高危和非高危儿童提供相同的信息(即,它们缺乏测量不变性)。这将使准确比较高危儿童的教育和认知发展结果的问题进一步复杂化。 我们建议通过识别三个风险群体来解决这些问题,包括低SES,移民背景和NEPS数据集中有SEN的学习者,并通过数学,科学和拼写以及元认知能力纵向分析他们的发展。我们将使用一种新的差分项目功能(DIF)分析,以量化的程度,NEPS项目是不是在风险和非风险儿童不变。最后,使用合理的价值观,我们将产生定量的纵向发展模型,如潜在的增长,配置文件,并为两组的变化模型,以确定在风险学习者的弹性预测因素。 这项工作将有助于显着的弹性研究和项目反应理论(IRT)的方法,以及提供实用的指导研究人员使用包括在NEPS或类似的大规模研究中的量表比较的风险儿童与那些没有风险。

项目成果

期刊论文数量(2)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)
Subject-Specific Self-Concept and Global Self-Esteem Mediate Risk Factors for Lower Competency in Mathematics and Reading
  • DOI:
    10.3390/socsci10010011
  • 发表时间:
    2021-01
  • 期刊:
  • 影响因子:
    0
  • 作者:
    J. DeVries;C. Szardenings;Philipp Doebler;Markus Gebhardt
  • 通讯作者:
    J. DeVries;C. Szardenings;Philipp Doebler;Markus Gebhardt
Individualized Assignments, Group Work and Discussions: How They Interact With Class Size, Low Socioeconomic Status, and Second Language Learners
  • DOI:
    10.3389/feduc.2020.00065
  • 发表时间:
    2020-05-28
  • 期刊:
  • 影响因子:
    2.3
  • 作者:
    DeVries, Jeffrey M.;Szardenings, Carsten;Gebhardt, Markus
  • 通讯作者:
    Gebhardt, Markus
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Professor Dr. Philipp Doebler其他文献

Professor Dr. Philipp Doebler的其他文献

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{{ truncateString('Professor Dr. Philipp Doebler', 18)}}的其他基金

The International Cognitive Ability Resource
国际认知能力资源
  • 批准号:
    243090733
  • 财政年份:
    2014
  • 资助金额:
    --
  • 项目类别:
    Research Grants
Projective item response theory models for count data and their application as interpretable approximations to black box models of machine learning
计数数据的投影项目响应理论模型及其作为机器学习黑盒模型的可解释近似的应用
  • 批准号:
    463078117
  • 财政年份:
  • 资助金额:
    --
  • 项目类别:
    Research Grants

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使用社交技能应用程序衡量自闭症儿童的进步
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The contribution of academically effective primary schools to the educational progress of children with Specific Word Reading Difficulties.
学术上有效的小学对有特定单词阅读困难的儿童的教育进步的贡献。
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    2117158
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    2018
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Accelerating progress in preventing violence against children and adolescents through multisectoral intervention packages in low- and middle-income co
通过低收入和中等收入国家的多部门干预措施,加快预防针对儿童和青少年的暴力行为的进展
  • 批准号:
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Progress of the communication of infants and the children who are hard to take care of their child
婴幼儿及照顾困难儿童的沟通进展
  • 批准号:
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    2012
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    --
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    Grant-in-Aid for Challenging Exploratory Research
A New Assessment Tool for Reviewing the Progress of Public Health Nurse Support for Children with Autism Spectrum Disoders
用于审查公共卫生护士对自闭症谱系障碍儿童支持进展的新评估工具
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促进儿童健康的膳食教育进展:帮助儿童和母亲的探索性研究
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Early School Progress in <1000g Birthweight Children
出生体重 <1000 克儿童的早期学校进展
  • 批准号:
    7283236
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    2006
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Early School Progress in <1000g Birthweight Children
出生体重 <1000 克儿童的早期学校进展
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Predicting progress: A longitudinal study of the social behaviour, numeracy and literacy of children in the Queensland preparatory trial.
预测进展:对昆士兰预备试验中儿童的社会行为、算术和识字能力的纵向研究。
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