Peer Effects on Vocabulary Knowledge: A Linear Quantile Mixed-Modeling Approach

Autor/inn/en	Quinn, Jamie M.; Folsom, Jessica Sidler; Petscher, Yaacov
Titel	Peer Effects on Vocabulary Knowledge: A Linear Quantile Mixed-Modeling Approach
Quelle	In: Education Sciences, 8 (2018), Artikel 181 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Quinn, Jamie M.) ORCID (Folsom, Jessica Sidler) ORCID (Petscher, Yaacov) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Peer Influence; Vocabulary Development; Student Characteristics; Achievement; Kindergarten; Grade 1; Grade 2; Primary Education; Racial Differences; Ethnicity; Socioeconomic Status; Predictor Variables; Age Differences; Florida + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Performance; Leistung; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Primarbereich; Rassenunterschied; Ethnizität; Socio-economic status; Sozioökonomischer Status; Prädiktor; Age; Difference; Age difference; Altersunterschied
Abstract	Do your peers in the classroom have an effect on your vocabulary learning? The purpose of this study was to determine if group-level peer characteristics and group-level peer achievement account for individual-level differences in vocabulary achievement using a large sample of students in kindergarten through second grade (n = 389,917). We applied a mixed-modeling approach to control for students nested among peers, and used quantile regression to test if group-level peer effects functioned similarly across the range of conditional student ability in vocabulary knowledge. Group-level peer effects were more strongly related to vocabulary achievement for students at the low end of the conditional distribution of vocabulary. The difference in vocabulary achievement between children with and without an individualized education program increased as quantiles of the conditional vocabulary distribution increased. Children with lower relative fall scores had better spring scores when they were in homogenous classrooms (i.e., their peers had similar levels of achievement). The importance of classroom composition and implications for accounting for peer effects are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01