Developing Student, Family, and School Constructs from NLTS2 Data

Autor/inn/en	Shogren, Karrie A.; Garnier Villarreal, Mauricio
Titel	Developing Student, Family, and School Constructs from NLTS2 Data
Quelle	In: Journal of Special Education, 49 (2015) 2, S.89-103 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466913513336
Schlagwörter	Longitudinal Studies; Construct Validity; Disabilities; Statistical Data; Statistical Analysis; Correlation; Structural Equation Models; Context Effect; Transitional Programs; Self Determination; Secondary School Students; College Students; Student Experience; Special Education; Factor Structure; Factor Analysis; Measurement Techniques; Measurement Objectives; Student Characteristics; Family Characteristics; Institutional Characteristics; Accessibility (for Disabled); Data Analysis; National Longitudinal Transition Study of Special Education Students + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Handicap; Behinderung; Statistische Analyse; Korrelation; Selbstbestimmung; Sekundarschüler; Collegestudent; Studienerfahrung; Special needs education; Sonderpädagogik; Sonderschulwesen; Faktorenstruktur; Faktorenanalyse; Messtechnik; Accessibility; Zugänglichkeit; Auswertung
Abstract	The purpose of this study was to use data from the National Longitudinal Transition Study-2 (NLTS2) to (a) conceptually identify and empirically establish student, family, and school constructs; (b) explore the degree to which the constructs can be measured equivalently across disability groups; and (c) examine latent differences (means, variances, and correlations) in the constructs across disability groups. Conceptual analysis of NLTS2 individual survey items yielded 21 student, family, and school constructs, and 16 were empirically supported. Partial strong metric invariance was established across disability groups, and in the latent space, a complex pattern of mean and variance differences across disability groups was found. Disability group moderated the correlational relationships between multiple predictor constructs, suggesting the key role of disability-related characteristics in understanding the experiences of youth with disabilities. Implications for future research and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01