rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Psychometric Framework for Modeling Parental Involvement and Reading Literacy
  name:
    name part: Punter, Annemiek.
    role:
      role term: creator
    role:
      role term: author.
  name:
    name part: Glas, Cees A. W.
    role:
      role term: author.
  name:
    name part: Meelissen, Martina R. M.
    role:
      role term: author.
  name:
    name part: SpringerLink (Online service)
  type of resource: text
  origin info:
    place:
      place term: gw
    date issued: 2016
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: electronic
    form: electronic resource
    reformatting quality: access
    form: remote
    extent: XI, 97 p. 1 illus. online resource.
  abstract: This volume offers insights from modelling measures of parental involvement and their relationship with student reading literacy across countries, exploring and incorporating cultural differences. This is a significant contribution to a field where cross-cultural comparisons from a triangulated perspective are sparse. For readers interested in exploring the relationship between parental involvement and student attainment, the literature review provides a useful starting point. Meanwhile, for the more methodologically interested reader, this report presents state-of-the-art ways to identify and model cultural differential item functioning in international large-scale assessment (ILSA), illustrating the extent to which the parental involvement construct may be influenced by cultural differences and how this may affect the outcomes of cross-cultural comparisons. The framework is generic and should provide a solid foundation for future ILSA practices and secondary analyses. ILSA studies like the IEA’s Progress in International Reading Literacy Study (PIRLS) provide valuable data, containing both student achievement data and contextual background data from schools, teachers, students and parents for over 41 countries.
  table of contents: 1. Introduction -- 2. Literature Review -- 3. Parental Involvement in PIRLS-2011 -- 4. Modeling Parental Involvement -- 5. Relation between Parental Involvement and Student Achievement in PIRLS-2011 -- 6. Conclusion and Discussion -- References -- Appendix: Technical details on the implementation of the bi-factor model.
  note: by Annemiek Punter, Cees A. W. Glas, Martina R. M. Meelissen.
  note: Open Access
  subject:
    topic: Education
  subject:
    topic: Assessment
  subject:
    topic: Child development
  subject:
    topic: Literacy
  subject:
    topic: Statistics
  subject:
    topic: Education
  subject:
    topic: Assessment, Testing and Evaluation
  subject:
    topic: Literacy
  subject:
    topic: Statistics for Social Science, Behavorial Science, Education, Public Policy, and Law
  subject:
    topic: Childhood Education
  classification: LC5225.A75
  classification: LB2822.75
  classification: 371.26
  related item:
    title info:
      title: Springer eBooks
  related item:
    title info:
      title: IEA Research for Education, A Series of In-depth Analyses Based on Data of the International Association for the Evaluation of Educational Achievement (IEA), 1
  identifier: 9783319280646
  identifier: http://dx.doi.org/10.1007/978-3-319-28064-6
  access condition: Open Access
  record info:
    record creation date: 160219
    record change date: 20160616102637.0
    record identifier: 978-3-319-28064-6