Toward Best Practices in Analyzing Datasets with Missing Data: Comparisons and Recommendations

Johnson, David Read; Young, Rebekah

doi:10.1111/j.1741-3737.2011.00861.x

Cited by 447 publications

(317 citation statements)

References 34 publications

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“…First, although the missing data concerning classroom observations was large, various simulation studies have shown little change in the findings, based on MAR assumptions, for levels of missing data to 50%; although, beyond that level, there might be differences in the estimators using different missing data strategies (van Buuren, 2010;Johnson & Young, 2011). However, the small sample size of the observed teachers is likely to have diminished the power of our statistical testing.…”

Section: Limitations and Direction For Future Researchmentioning

confidence: 99%

“…Although researchers have indicated feeling more confident imputing their data, there is still no consensus about the maximum number of missing in multilevel data that can be safely imputed or handled by using FIML (van Buuren, 2010). Previous simulation studies show little change in findings based on MAR assumptions for levels of missing data to 50%, although beyond that level, there might be differences in the estimators using different missing data strategies (Johnson & Young, 2011;van Buuren, 2010). Since the missing data were consistent with the assumption of MAR in this study, statistical analyses were carried out using the FIML, which allows all available information to be used without imputing data (Muthén & Muthén, 1998-2015.…”

Section: Aims and Hypothesesmentioning

confidence: 99%

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Child-centered versus teacher-directed teaching practices: Associations with the development of academic skills in the first grade at school

Lerkkanen

Kiuru

Pakarinen

et al. 2016

Early Childhood Research Quarterly

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2 Research Highlights How do child-centered versus teacher-directed practices promote academic skills development? Child-centered practices contribute positively to academic skills development at school.  The effect of child-centered practices on academic skills did not depend on the initial skill level  Teacher-directed practices are negatively associated with average and high reading skills. AbstractThis study examined the extent to which child-centered versus teacher-directed teaching practices predicted the development of children's reading and math skills in the first year of elementary school. In addition, we investigated whether associations between teaching practices and children's academic skills development in Grade 1 differed among children who had low, average, or high initial academic skills at the beginning of school. The reading and math skills of 1,132 Finnish children from 93 classrooms were assessed at the beginning and end of Grade 1, and the Early Childhood Classroom Observation Measure (ECCOM) was used to observe teaching practices in 29 classrooms. The results of multilevel modeling showed, first, that better reading skills upon entering school were associated with a higher level of childcentered teaching practices in the classroom. Second, a high level of child-centered teaching practices predicted children's reading and math skills development during the first school year. Third, the results showed that child-centered teaching practices were equally beneficial for the academic skills development of children with varying initial skill levels. However, teacher-directed practices were found to be negatively associated with reading skills development, particularly among children who had average or high initial reading skills at the beginning of school. The results emphasize the importance of childcentered teacher practices in promoting children's academic skills development also after kindergarten in elementary school.Keywords: reading, math, child-centered practices, teacher-directed practices, Grade 1 5 Child-Centered versus Teacher-Directed Teaching Practices:Associations with the Development of Academic Skills in the First Grade at School A considerable body of literature indicates that early childhood education (ECE) classroom practices impact child outcomes (Burchinal et al., 2008;Burchinal, Peisner-Feinberg, Pianta, & Howes, 2002). The majority of this research has been conducted in preschools and kindergartens, but only a few studies have focused on the first school year in depth. For example, a wide range of documentation exists on the positive relationship between child-centered teaching practices and children's social skills and academic pre-skills at the preschool age (Stipek, Feiler, Daniels, & Milburn, 1995). However, children with poor academic skills seem to benefit from teacher-directed practices later on in kindergarten (Huffman & Speer, 2000) and at school age (Kikas, Peets, & Hodges, 2014). The present study examined the extent to which child-centered and teacher-dire...

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Section: Limitations and Direction For Future Researchmentioning

confidence: 99%

Section: Aims and Hypothesesmentioning

confidence: 99%

Child-centered versus teacher-directed teaching practices: Associations with the development of academic skills in the first grade at school

Lerkkanen

Kiuru

Pakarinen

et al. 2016

Early Childhood Research Quarterly

View full text Add to dashboard Cite

show abstract

“…Research demonstrates that this method yields less-biased results and more efficient estimates than complete case analysis or other traditional approaches (Young and Johnson 2015;Johnson and Young 2011). Datasets were generated by means of an imputation model, regressing incomplete covariates on the other covariates in the analysis (including interaction terms) and the outcome.…”

Section: Analytic Strategymentioning

confidence: 99%

How kinship systems and welfare regimes shape leaving home: A comparative study of the United States, Germany, Taiwan, and China

Nauck¹,

Gröpler²,

Chen³

2017

DemRes

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OBJECTIVEThis paper aims to explain societal differences in the event of leaving the parental home as part of the transition to adulthood, in the United States, Germany, China, and Taiwan. It proposes bridge hypotheses between societal characteristics such as kinship system and welfare regime and home-leaving behavior, and tests them with nationally representative panel studies. METHODSFour panel studies (NLSY97 for the USA; PAIRFAM for Germany; CFPS for China; TYP for Taiwan) were harmonized for similar cohorts, with an age span of 15 to 30 years. Testing was based on age-specific tabulations of household composition and separate discrete-time event history models. RESULTSThe prevalence of home-leaving is highest in the United States, followed by Germany, China, and then Taiwan. Timing is earlier in the United States than in Germany, and earlier in China than in Taiwan. Gender-specific coincidence of home-leaving with entry into higher education, the work force, cohabitation, and marriage can be conclusively related to differences in kinship system and welfare regime, and regional opportunity disparities.

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“…Because the scales were highly reliable and the data were missing completely at random, there was very little loss of information (Allison 2002). We used Full Information Maximum Likelihood (FIML) in Plus (Methuen and Methuen 2007) to handle the missing data because it is one of the best methods for handling data that is missing completely at random (Johnson and Young 2011). The analytic sample includes all women for whom we had full information on the exogenous variables.…”

Section: Samplementioning

confidence: 99%

The Importance of Motherhood and Fertility Intentions among U.S. Women

McQuillan

Greil

Shreffler

et al. 2014

Sociological Perspectives

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Fertility intentions are associated with achieved fertility; therefore, understanding the factors associated with fertility intentions is important. Considerable research has examined factors associated with fertility intentions, but no one has explored the importance of motherhood to women. Guided by life course and identity theories, we use the National Survey of Fertility Barriers, a data set collected from a random sample of U.S. women aged 25-45 in 2004 through 2007, to assess the relationship between importance of motherhood and fertility intentions. Adding importance of motherhood to a model including other variables associated with fertility intentions increases the variance explained by 6.4 percent. Importance of a motherhood identity mediates the association of fertility intentions with such demographic and social correlates of fertility intentions as gender attitudes, valuing leisure, valuing career, religiosity, and family profertility messages. It is therefore helpful to explicitly include the importance of the motherhood identity in models of fertility intentions.

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Toward Best Practices in Analyzing Datasets with Missing Data: Comparisons and Recommendations

Cited by 447 publications

References 34 publications

Child-centered versus teacher-directed teaching practices: Associations with the development of academic skills in the first grade at school

Child-centered versus teacher-directed teaching practices: Associations with the development of academic skills in the first grade at school

How kinship systems and welfare regimes shape leaving home: A comparative study of the United States, Germany, Taiwan, and China

The Importance of Motherhood and Fertility Intentions among U.S. Women

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