Applying Item Response Theory Modeling in Educational Research

Autor/in	Le, Dai-Trang
Titel	Applying Item Response Theory Modeling in Educational Research
Quelle	(2013), (200 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Iowa State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3034-5359-5
Schlagwörter	Hochschulschrift; Dissertation; Item Response Theory; Models; Educational Research; Factor Structure; Evaluation Methods; Governing Boards; Administrator Attitudes; Administrator Surveys; National Surveys; Elementary Secondary Education; Academic Achievement + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Item-Response-Theorie; Analogiemodell; Bildungsforschung; Pädagogische Forschung; Faktorenstruktur; Governing body; Governing bodies; Leitungsgremium; Schulleistung
Abstract	In an effort to understand how school boards in America's K-12 school system function, a research collaboration was undertaken among four agencies: the National School Boards Association, the Thomas B. Fordham Institute, the Iowa Association of School Boards, and the Wallace Foundation. These groups joined effort to conduct research on school boards. As a result, a National Survey of School Board Members was conducted in 2009. The focus was on understanding the critical role of school board members as participants on the governance bodies of public school systems and their attitudes on issues related to student achievement. This study provides a basic overview of item response theory (IRT) analysis for assessing a latent factor structure. The objective was to evaluate an underlying variable related to an issue in a national survey of school boards. We analyzed one question from the survey to gain an understanding of the attitudes of K-12 school board members towards factors related to students' learning achievement. Utilizing a graded response model in IRT we estimated the underlying variable, attitude, of the respondents based on their patterns of responses. Discussion includes methodology of IRT, analysis findings, and implications of IRT for educational research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01