Theses and Dissertations from UMD

Permanent URI for this communityhttp://hdl.handle.net/1903/2

New submissions to the thesis/dissertation collections are added automatically as they are received from the Graduate School. Currently, the Graduate School deposits all theses and dissertations from a given semester after the official graduation date. This means that there may be up to a 4 month delay in the appearance of a give thesis/dissertation in DRUM

More information is available at Theses and Dissertations at University of Maryland Libraries.

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2007 - 20102

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Subject: search.filters.subject.Hierarchical linear modeling

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    Racial Congruence and Its Effects on Social Integration and School Involvement: A Multi-Level Model
    (2010) Barrett, Courtenay Anna; Gottredson, Gary D.; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    Several initiatives have been taken in order to diversify schools and communities in advance of scientific research investigating the effects of racial diversity on students. The present study used data from 41,639 students across 87 schools to answer the following research question: To what extent do students with high levels of racial congruence feel more socially integrated and experience higher levels of school participation than similar students who are racially incongruent in their school environments? Racial congruence is defined as attending a school with a high percentage of peers of the same race as oneself. This secondary data analysis used a nested-model (students within school social environments) and found a cross-level interaction between an individual's race and the percentage of same-race peers for certain racial groups. Findings support previous literature concerning the attenuation of individual-level racial group differences in social integration when Asian American students are in racially congruent schools.
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    A quasi-experimental evaluation of reading and special education outcomes for English Language Learners in Instructional Consultation Teams schools
    (2007-07-10) Silva, Arlene E.; Rosenfield, Sylvia; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    The present quasi-experimental study used hierarchical linear modeling (HLM) to investigate whether the Instructional Consultation (IC) Team model differentially influences fourth and fifth grade state reading achievement test scores, and English Language Learner (ELL) student scores in particular. Correlations among student-, classroom-, and school-level variables and special education placement were also explored using HLM. Archival data from 11 IC Teams "treatment" schools and 17 nonequivalent "control" schools in a mid-Atlantic state were analyzed in both students-within-schools and classrooms-within-schools multilevel models, with appropriate controls specified for classroom and school compositional effects. Although students-within-schools HLM models of reading achievement were not significant, classrooms-within-schools models indicated that classrooms in IC Teams schools had significantly higher class average reading achievement test scores (ES = .36) compared to classrooms in control schools. Neither the students-within-schools nor classrooms-within-schools HLM models found IC Teams to differentially influence reading achievement for ELL students. In addition, classrooms-within-schools results indicate that classrooms in general and classrooms with higher percentages of ELL students tended to have lower percentages of students placed in special education in IC Teams schools. The presence of significant effects at the classroom level may indicate that the classroom is a better unit of analysis for investigating the effectiveness of the IC Team model during the first two to three years of implementation, when its greatest impact may be on teacher, as opposed to student, improvement. Despite its limitations, the present study represents the most rigorous investigation of the effect of IC Teams on student reading achievement to date, and serves as a foundation for future research using HLM to investigate the effects of the IC Team model on student and classroom outcomes.