Comparing Longitudinal Profile Patterns of Mathematics and Reading in Early Child Longitudinal Study, Kindergarten: The Profile Analysis via Multidimensional Scaling (PAMS) Approach

Autor/in	Kim, Se-Kang
Titel	Comparing Longitudinal Profile Patterns of Mathematics and Reading in Early Child Longitudinal Study, Kindergarten: The Profile Analysis via Multidimensional Scaling (PAMS) Approach
Quelle	In: Asia Pacific Education Review, 11 (2010) 2, S.189-198 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1598-1037
DOI	10.1007/s12564-010-9074-4
Schlagwörter	Multidimensional Scaling; Mathematics Achievement; Kindergarten; Reading Achievement; Comparative Analysis; Profiles; Longitudinal Studies; Grade 5; Scores; Predictor Variables; Trend Analysis; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Mehrdimensionale Analysis; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Charakterisierung; Profilanalyse; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; School year 05; 5. Schuljahr; Schuljahr 05; Prädiktor; Trendanalyse
Abstract	The aim of the study is to compare longitudinal patterns from Mathematics and Reading data from the direct child assessment of Early Child Longitudinal Study, Kindergarten (ECLS-K, US Department of Education, National Center for Education Statistics 2006), utilizing Profile Analysis via Multidimensional Scaling (PAMS). PAMS has been used initially to discover profile patterns in crosssectional data, and further applied to uncover longitudinal patterns by considering each time point as a coordinate of longitudinal patterns. The ECLS-K data analyzed here included longitudinal information about student achievement. The current study applied longitudinal PAMS to the data and examined how much the longitudinal patterns predict the fifth-grade achievement scores. Results showed that the longitudinal patterns that depicted the growing trend and the growing-decaying trend were significantly related to the fifth-grade achievement scores. Educational implications and discussions of longitudinal patterns were included. (Contains 3 tables and 10 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10