Using Multilevel Mixture Models in Educational Research: An Illustration with Homework Research

Flunger, Barbara; Trautwein, Ulrich; Nagengast, Benjamin; Lüdtke, Oliver; Niggli, Alois; Schnyder, Inge

doi:10.1080/00220973.2019.1652137

Cited by 20 publications

(17 citation statements)

References 69 publications

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“…Savukārt augstskolas izglītības vides vairāku līmeņu kā augstskolu mācībspēku konkurētspējas attīstības kontekstu izdalīšanā un teorētiskajā pamatojumā autores balstās uz sistēmiski ekoloģisko pieeju sociālās vides vai izglītības vides sistēmu koncepciju un/vai modeļu izstrādē (Bronfenbrenner, 1979;Bronfenbrenner, 1989;Flunger, Trautwein, Nagangast, Lüdke, Niggli, & Schnyder, 2019;Huitt, 2012;Katane, 2007;Katane & Kalniņa, 2010;Mahmudiono, Segalita, & Rosenkranz, 2019). Balstoties uz šo sistēmiski ekoloģisko pieeju, augstskolu mācībspēku konkurētspējas attīstības un izpausmju daudzlīmeņu vides sistēmā, autores ir izdalījušas šādus augstākās izglītības vides līmeņus: 1) lokāla mēroga augstākās izglītības vides (augstskolas izglītības vides) līmenis; 2) valsts mēroga augstākās izglītības vides līmenis, kurā darbojas vairākas augstskolas; 3) globāla jeb pasaules mēroga augstākās izglītības vides līmenis.…”

Section: Metodoloģija Methodologyunclassified

Competitiveness of University Teachers in the Multilevel Environment of Higher Education

Katane

Troskova

2021

SIE

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One of the tasks of modern education is to ensure the sustainability of higher education in the ever-changing environment in the context of globalization and glocalization. Under these conditions, cooperation in higher education is becoming more important as one of the manifestations of competitiveness. Socio-economic changes caused by globalization, internationalization and digitalisation of higher education, as well as the current demographic situation in Europe, including Latvia, raise the issue of the competitiveness of academic staff in a multi-level, multi-context and multifunctional higher education environment. The aim of the study is: based on the interdisciplinary approach, including transfer approach from economics and business sciences to educational sciences, to theoretically substantiate the competitiveness of university teachers in interaction with the multi-context and multi-level higher education environment, as well as the competitiveness of universities. The following research methods were used: study, analysis, and evaluation of scientific literature (theoretical research method); the reflection of own (the article authors') academic and scientific experience (empirical research method). The results of the research show that two tendencies can be distinguished in the substantiation of the competitiveness of university academic staff: 1) economists and business scientists, based on competition theories, use basic knowledge, findings in the development of the substantiation of competitiveness; 2) representatives of educational sciences and psychology develop a philosophical methodological base for research of specialists' competitiveness within their branches of science. In their research, the authors combine both of these approaches in conducting interdisciplinary research. Research results show that the competitiveness of the academic staff can be viewed in several aspects: 1) as a set of different characteristics (qualities) which are considered to be competitive advantages: 2) characteristics of competitive activities manifestations in the higher education environment. Three levels of the higher education environment are important in assessing the competitiveness of university teachers: the level of the local higher education environment (university level), the level of the national higher education environment and the level of the global higher education environment.

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Section: Metodoloģija Methodologyunclassified

Competitiveness of University Teachers in the Multilevel Environment of Higher Education

Katane

Troskova

2021

SIE

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“…If secondary school students' career expectations are divided into three types at the within-school level, there are two random means, C#1 and C#2. BC is the latent profile defined by C#1 and C#2 at the school level, and C#1 and C#2 are continuous latent variables that vary between schools (Flunger et al, 2021;Henry & Muthén, 2010;Mäkikangas et al, 2018).…”

Section: Figure 1 Multilevel Regression Mixture Model With Individual...mentioning

confidence: 99%

“…Mäkikangas et al (2018) grouped college staff by their level of work stress and explored how the percentage of different groups varies by the college sector. Flunger et al (2021) categorized students according to their homework behavior and examined the differences in homework behaviors in class situations. The multilevel latent profile analysis was divided into two types of parametric and non-parametric models.…”

Section: General Backgroundmentioning

confidence: 99%

“…In all three of the above studies, grouping was done at levels 1 and 2, distinguishing between different organizational contexts, and was a non-parametric model. Based on the non-parametric MLPA model, this research included level 1 and level 2 covariates, which was a multilevel regression mixture model (Flunger et al, 2021;Henry & Muthén, 2010;Mäkikangas et al, 2018).…”

Section: General Backgroundmentioning

confidence: 99%

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Multilevel Latent Profile Analysis of Estonian Secondary School Students' Career Expectations With Science Achievement and Gender as Covariates

Tao

Chen

Ping-chuan

et al. 2022

JBSE

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Although much research has explored the personal, family, school, and social influences on adolescents' career expectations, little is known about the types of family-related career expectations of students and career expectation contexts in school. Using PISA 2018 test data, a multi-level latent profile analysis was conducted with indicators of parents' occupational status and children's career expectations. This research found that family-related career expectations of Estonian secondary school students can be divided into three types: enterprising, resilient, and disengaged. At the organizational level, contexts for career expectations in schools can be classified as enterprising, enterprising and resilient composite, and disengaged and resilient composite types. The research also found that science achievement and gender predicted latent profile memberships at the individual level. It is proposed that to value the science curriculum and its teaching is to invest in future human resources. It is suggested that families and schools should pay attention to stimulating male students' career aspirations. The career expectation types of secondary school students within and between schools are of great significance to the construction of national human resources, the development of schools, and the research of families. Keywords: career expectation types, multilevel latent profile analysis, PISA 2018 datasets, variations between schools, science achievement

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“…Consequently, it should be rather unlikely that the positive correlations of the instructional foci are largely caused by linguistic ambiguities. To further explore and control for potential response biases, future studies with larger samples of teachers could specify a multilevel mixture in the model (see Flunger et al, 2021;Vermunt, 2008). This would allow for better differentiation of general effects of a specific focus versus teachers' specific implementations.…”

Section: Limitationsmentioning

confidence: 99%

Individualized instruction - conceptual and empirical examinations of necessary conditions for its effectiveness

Tetzlaff¹

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Individualization can be defined as the adaptation of instructional parameters to relevant characteristics of a specific learner. This definition raises several questions, however: Which characteristics are actually relevant? Which parameters of instruction need to be adjusted, and in which way, to positively interact with those characteristics? In a classroom context, additional questions arise: how can information about the relevant learner characteristics be delivered to the teacher? How can individualized instruction be delivered to each learner in a context that has originally been designed for whole-class instruction? By focusing on the measurement and modelling of learner characteristics and instructional adaptations, this dissertation aims to provide an insight into each of these issues. This dissertation is divided into two parts. The first part is concerned with the theoretical (Paper 1) and statistical (Paper 2) modeling of learner characteristics in the context of individualized instruction. The second part is concerned with the measurement (Paper 3) and implementation (Paper 4) of individualized instruction in the classroom context. Paper 1 summarizes existing research on individualization from different research traditions. From this summary I derive the need for a dynamic conceptualization of learner characteristics (acknowledging that learners change during and in interaction with the learning process) and synthesize a dynamic framework that details the opportunities for individualization on three different timescales. Paper 2 reports results from an exploratory study that investigated the potential benefits of utilizing person-centered analysis for the assessment of multivariate learner prerequisites and their interaction with instruction. We found that latent profiles over several reading related abilities could explain differential effectiveness of self-reported teaching foci in German third grade reading lessons. These findings indicate not just a need for stronger individualization of teaching but also an advantage of multivariate conceptualizations of learner characteristics. Additionally, they show the utility of person-centered approaches for the investigation of such multivariate learner characteristics and their interaction with instruction. In the second part, I investigate possible approaches to the implementation and measurement of individualization in a classroom context. Paper 3 investigates whether teacher-, student- and observer perspectives converge when rating the amount of individualization present in regular classroom instruction. We found considerable agreement between the perspectives, indicating a common understanding of the construct at the classroom level as well as providing some evidence for the validity of the used measurement instruments. Paper 4 replicates findings concerning the effectiveness of formative assessment procedures for fostering reading education, supplemented by a moderator analysis showing that only children with low performance at the beginning of the school-year profited from its implementation. This indicates that the information provided by formative assessment procedures helps teachers to identify struggling readers but does not seem to be utilized for adapting instruction to specific deficits of average or high performing children. In sum, this dissertation contributes to research on individualized instruction by demonstrating necessary conditions for its effectiveness. It posits the need for a dynamic conceptualization of learner characteristics, demonstrates the advantage of multivariate learner profiles, and points out ways towards the successful implementation of individualized instruction in the classroom.

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Using Multilevel Mixture Models in Educational Research: An Illustration with Homework Research

Cited by 20 publications

References 69 publications

Competitiveness of University Teachers in the Multilevel Environment of Higher Education

Competitiveness of University Teachers in the Multilevel Environment of Higher Education

Multilevel Latent Profile Analysis of Estonian Secondary School Students' Career Expectations With Science Achievement and Gender as Covariates

Individualized instruction - conceptual and empirical examinations of necessary conditions for its effectiveness

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