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100   $a20180706d2013      uy             0
101 0 $aeng
135   $aur|n|---|||||
181   $ctxt
182   $cc
183   $acr
200 00$aApplied quantitative analysis in education and the social sciences /$fedited by Yaacov Petscher, Christopher Schatschneider, Donald L. Compton
210  1$aNew York :$cRoutledge,$d2013.
215   $a1 online resource (389 p.)
300   $aDescription based upon print version of record.
311   $a0-415-89349-6 
311   $a0-415-89348-8 
320   $aIncludes bibliographical references and index.
327   $aExtending conditional means modeling: an introduction to quantile regression / Yaacov Petscher, Jessica A.R. Logan, and Chengfu Zhou -- Using dominance analysis to estimate predictor importance in multiple regression / Razia Azen -- I am ROC curves (and so can you)! / Christopher Schatschneider -- Multilevel modeling: practical examples to illustrate a special case of SEM / Lee Branum-Martin -- Linear and quadratic growth models for continuous and dichotomous outcomes / Ann A. O'Connell, Jessica A. R. Logan, Jill Pentimonti, and D. Betsy McCoach -- Exploratory and confirmatory factor analysis / Rex Kline -- Factor analysis with categorical indicators: demonstration of item response theory / R.J. de Ayala -- Introduction to structural equation modeling / Richard Lomax -- Latent growth curve modeling using structural equation modeling / Ryan Bowles and Janelle J. Montroy -- Latent class/profile analysis / Karen Samuelsen and Katherine Raczynski -- n-level structural equation modeling / Paras Mehta.
330   $aTo say that complex data analyses are ubiquitous in the education and social sciences might be an understatement. Funding agencies and peer-review journals alike require that researchers use the most appropriate models and methods for explaining phenomena. Univariate and multivariate data structures often require the application of more rigorous methods than basic correlational or analysis of variance models. Additionally, though a vast set of resources may exist on how to run analysis, difficulties may be encountered when explicit direction is not provided as to how one should run a model 
606   $aRegression analysis
606   $aMathematical statistics
615  0$aRegression analysis.
615  0$aMathematical statistics.
676   $a519.5/36
701   $aCompton$b Donald L.$f1960-$01659645
701   $aPetscher$b Yaacov M$01659646
701   $aSchatschneider$b Christopher$01659647
801  0$bMiAaPQ
801  1$bMiAaPQ
801  2$bMiAaPQ
906   $aBOOK
912   $a9910823157003321
996   $aApplied quantitative analysis in education and the social sciences$94014399
997   $aUNINA