纵向多群体模型的优点:干预评估多层次模型的替代方案

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Research & Method in Education Pub Date : 2021-09-20 DOI:10.1080/1743727X.2021.1973992

T. Little, Daniel Bontempo, Charlie Rioux, Allison Tracy

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引用次数: 0

摘要

多层次建模(MLM)是评估具有聚类数据的干预措施最常用的方法。然而，传销有一些局限性，这些局限性与模型估计和有效推断的许多障碍有关。纵向多组(LMG)模型是一种使用集群抽样数据测试干预效果的长期方法，该方法已被MLM方法的兴起所取代，但当研究问题与预测更高水平的可变性无关时，LMG方法可以具有优势。在本文中，我们首先回顾了MLM和LMG方法的优点和局限性。其次，介绍了估算LMG模型的步骤，并介绍了建模策略中最近的一些升级和变化，这些升级和变化对评估干预措施具有特殊的效用。我们讨论了LMG方法作为一种指导性验证性模型测试框架的优势，以及该方法如何重视避免第二类错误，特别是当潜在的复杂交互作用在起作用时。

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On the merits of longitudinal multiple group modelling: an alternative to multilevel modelling for intervention evaluations

ABSTRACT Multilevel modelling (MLM) is the most frequently used approach for evaluating interventions with clustered data. MLM, however, has some limitations that are associated with numerous obstacles to model estimation and valid inferences. Longitudinal multiple-group (LMG) modelling is a longstanding approach for testing intervention effects using cluster-sampled data that has been superseded by the rise of MLM approaches, but the LMG approach can have advantages when research questions do not pertain to predicting variability at the higher levels. In this paper, we first review the advantages and limitations of MLM and LMG approaches. Second, steps in the estimation of an LMG model are presented, with some recent upgrades and changes in the modelling strategy that have particular utility for evaluating interventions. We discuss the advantages of the LMG approach as a guided confirmatory model-testing framework and how the approach places a premium on avoiding Type II errors, particularly when complex interactions are potentially at play.

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来源期刊

International Journal of Research & Method in Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.70

自引率

5.00%

发文量

期刊介绍： The International Journal of Research & Method in Education is an interdisciplinary, peer-reviewed journal that draws contributions from a wide community of international researchers. Contributions are expected to develop and further international discourse in educational research with a particular focus on method and methodological issues. The journal welcomes papers engaging with methods from within a qualitative or quantitative framework, or from frameworks which cut across and or challenge this duality. Papers should not solely focus on the practice of education; there must be a contribution to methodology. International Journal of Research & Method in Education is committed to publishing scholarly research that discusses conceptual, theoretical and methodological issues, provides evidence, support for or informed critique of unusual or new methodologies within educational research and provides innovative, new perspectives and examinations of key research findings. The journal’s enthusiasm to foster debate is also recognised in a keenness to include engaged, thought-provoking response papers to previously published articles. The journal is also interested in papers that discuss issues in the teaching of research methods for educational researchers. Contributors to International Journal of Research & Method in Education should take care to communicate their findings or arguments in a succinct, accessible manner to an international readership of researchers, policy-makers and practitioners from a range of disciplines including but not limited to philosophy, sociology, economics, psychology, and history of education. The Co-Editors welcome suggested topics for future Special Issues. Initial ideas should be discussed by email with the Co-Editors before a formal proposal is submitted for consideration.