A Methodological Review of Statistical Methods for Handling Multilevel Non-Nested Longitudinal Data in Educational Research

Autor/inn/en	Sun, Shuyan; Pan, Wei
Titel	A Methodological Review of Statistical Methods for Handling Multilevel Non-Nested Longitudinal Data in Educational Research
Quelle	In: International Journal of Research & Method in Education, 37 (2014) 3, S.285-308 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-727X
DOI	10.1080/1743727X.2014.885012
Schlagwörter	Statistical Analysis; Hierarchical Linear Modeling; Longitudinal Studies; Educational Research; Student Mobility; Computation; Statistical Inference; Kindergarten; Grade 1; Grade 3; Grade 5; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Statistische Analyse; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Bildungsforschung; Pädagogische Forschung; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Inferential statistics; Schließende Statistik; School year 01; 1. Schuljahr; Schuljahr 01; School year 03; 3. Schuljahr; Schuljahr 03; School year 05; 5. Schuljahr; Schuljahr 05
Abstract	As applications of multilevel modelling in educational research increase, researchers realize that multilevel data collected in many educational settings are often not purely nested. The most common multilevel non-nested data structure is one that involves student mobility in longitudinal studies. This article provides a methodological review of three statistical methods for handling student mobility in longitudinal studies: a multilevel approach, a cross-classified approach, and a cross-classified multiple membership approach. The strengths and weaknesses of each approach and the essential differences between the three approaches are discussed. The Early Childhood Longitudinal Study Kindergarten Cohort data are analysed to demonstrate the differences in parameter estimates and statistical inference between the three approaches. Potential applications of the three approaches in educational research and beyond and directions for further methodological investigations are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10