Methodological Issues Encountered in Following a Cohort of Eighth Graders.

Autor/inn/en	Ingels, Steven J.; Owings, Jeffrey A.
Titel	Methodological Issues Encountered in Following a Cohort of Eighth Graders.
Quelle	(1994), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Attrition (Research Studies); Change; Cohort Analysis; Eligibility; Grade 8; High School Students; High Schools; Junior High School Students; Junior High Schools; Longitudinal Studies; National Surveys; Research Design; Research Methodology; Research Problems; Sample Size; Sampling + Suchen Sie Ihr Suchwort? Wandel; Kohortenanalyse; Eignung; School year 08; 8. Schuljahr; Schuljahr 08; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Junior High Schools; Sekundarstufe I; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Forschungsdesign; Research method; Forschungsmethode; Forschungskritik
Abstract	The National Education Longitudinal Study of 1988 (NELS:88) serves as an example of how three specific problems of representativeness in a longitudinal study may be approached and overcome. NELS:88 was designed to provide longitudinal data about the educational transitions experienced by students as they leave eighth grade and move through high school and postsecondary education. The cohort, initially 26,432 students, is being followed at 2-year intervals. The three key issues that are discussed are: (1) eligibility and exclusion rules and the measures taken to deal with undercoverage resulting from exclusion; (2) the need for sample freshening to ensure representative sophomore and senior cohorts in 1990 and 1992; and (3) attempts to minimize sample attrition and nonresponse error. Longitudinal designs are a powerful vehicle for measuring individual-level change. At the same time, they have distinct limitations, which can be overcome by careful execution and research design. One figure and three tables illustrate the discussion. (Contains 21 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC