Methodological advances and issues in studying college impact / / Nicholas A. Bowman, Serge Herzon, editors

• Pubblicazione: San Francisco, California : , : Jossey-Bass, , 2014; ©2014
• Descrizione fisica: 1 online resource (131 p.)
• Disciplina: 378.0072
• Soggetto topico: Education, Higher - Research - Methodology; College students - Psychology; Education, Higher - Research - United States
• Soggetto genere / forma: Electronic books.
• Persona (resp. second.): BowmanNicholas A.; HerzogSerge
• Note generali: Description based upon print version of record.
• Nota di bibliografia: Includes bibliographical references and index.
• Nota di contenuto: Methodological Advances and Issues in Studying College Impact; CONTENTS; EDITORS' NOTES; 1 Applying Regression Discontinuity Design in Institutional Research; Overview of the Counterfactual Framework; Fundamentals of Regression Discontinuity Design; A Hypothetical Example; Running Variable; Assumptions of Regression Discontinuity; Making Causal Inferences; Regression Discontinuity Models; Choosing a Bandwidth; Specifying a Functional Form; Estimating Treatment Effects; Sensitivity Analysis; Conclusion; References ; 2 The Propensity Score Analytical Framework: An Overview and Institutional Research Example The Propensity Score and Counterfactual Inference Model; Literature Review; A Heuristic Example: Estimating the Effect of Math Tutoring Support; Data Source and Measures; PS Methods; Results; Conclusion; References; 3 Item Response Theory: Overview, Applications, and Promise for Institutional Research; Introduction; Introduction to Classical Test Theory and Item Response Theory; IRT Basics; Item Response Functions: The Dichotomous Case ; Operating Characteristic Curves and Category Response Curves: The Polytomous Case Information; Item Response Theory in Action: Measuring Student Engagement; Conclusion; Notes; References; 4 The Meaning and Interpretation of College Student Self-Reported Gains; Literature Review; Present Study; Method; Data Source and Participants; Measures; Analyses; Results; Discussion; Conclusion; References; 5 Identifying Low-Effort Examinees on Student Learning Outcomes Assessment: A Comparison of Two Approaches; Procedures for Obtaining a Proxy of Motivation; Self-Report Measures; Response Time ; Comparison of Self-Report Effort and Response Time Effort Method; Participants; Measures; Analyses; Results; Convergent and Discriminant Validity of SRE and RTE Scores; Agreement Between SRE and RTE in Identifying Low-Effort Examinees; Comparability of Mean Test Scores Using SRE and RTE Filtering Methods; Discussion; Implications; Limitation and Future Research; Conclusion; References; 6 Survey Page Length and Progress Indicators: What Are Their Relationships to Item Nonresponse?; Introduction; Literature Review; Study Purpose; Methods; Dependent Variable; Independent Variables ; Statistical Models Results; Limitations; Discussion; References; 7 Effects of Item Order and Response Options in College Student Surveys; Literature Review; Present Study; Method; Data Sources and Participants; Measures and Procedure; Analyses; Limitations; Results and Discussion; Conclusion and Implications; References; INDEX; Other Titles; Order Form; Advert; EULA
• Sommario/riassunto: Which curricular and co-curricular practices promote student learning and persistence? While most research and assessment on college student outcomes offers limited insight into causal effects, this volume provides strong evidence of the impact of college on students. The first section discusses statistical analyses that offer more accurate estimates of the causal effect of a particular student experience, such as receiving a need-based scholarship or using academic support services. Providing an overview of the analytical framework, it also includes real-world examples to illustrate implementa
• Titolo autorizzato: Methodological advances and issues in studying college impact
• ISBN: 1-119-04558-4; 1-119-04554-1
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Lingua di pubblicazione: Inglese
• Record Nr.: 9910463607703321
• Lo trovi qui: Univ. Federico II
• Serie: J-B IR Single Issue Institutional Research