模拟初中和高中阶段数学与科学成绩增长的稳定性。
Modeling stability of growth between mathematics and science achievement during middle and high school.
作者信息
Ma Xin, Ma Lingling
机构信息
Department of Cirriculum and Instruction, University of Kentucky, USA.
出版信息
Eval Rev. 2004 Apr;28(2):104-22. doi: 10.1177/0193841X03261025.
In this study, the authors introduced a multivariate multilevel model to estimate the consistency among students and schools in the rates of growth between mathematics and science achievement during the entire middle and high school years with data from the Longitudinal Study of American Youth (LSAY). There was no evident consistency in the rates of growth between mathematics and science achievement among students, and this inconsistency was not much influenced by student characteristics and school characteristics. However, there was evident consistency in the average rates of growth between mathematics and science achievement among schools, and this consistency was influenced by student characteristics and school characteristics. Major school-level variables associated with parental involvement did not show any significant impacts on consistency among either students or schools. Results call for educational policies that promote collaboration between mathematics and science departments or teachers.
在本研究中，作者引入了一个多变量多层次模型，利用美国青年纵向研究（LSAY）的数据，来估计整个初中和高中阶段学生个体以及学校层面数学成绩与科学成绩增长速率之间的一致性。学生个体层面上，数学成绩与科学成绩的增长速率之间没有明显的一致性，且这种不一致性受学生特征和学校特征的影响不大。然而，学校层面上，数学成绩与科学成绩的平均增长速率之间存在明显的一致性，且这种一致性受学生特征和学校特征的影响。与家长参与度相关的主要学校层面变量，对学生个体或学校层面的一致性均未显示出显著影响。研究结果呼吁出台促进数学和科学部门或教师之间合作的教育政策。
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