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 Affecting Change in Literacy Practices of Adult Learners: Impact of Two Dimensions of Inst...
10 9 1 Somewhat School-Only 11 27 2 Highly School-Only 11 2 Modeling Unconditional and Respondent-Level Model To begin the modeling process, an “unconditional model” was estimated. In this model, only the overall mean change score (the intercept), and t...
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10 9 1 Somewhat School-Only 11 27 2 Highly School-Only 11 2 Modeling Unconditional and Respondent-Level Model To begin the modeling process, an “unconditional model” was estimated. In this model, only the overall mean change score (the intercept), and the variance of classroom effects were estimated. For this model, the percent of variation within and between classrooms was calculated. Using the estimate (obtained from the unconditional model) of the variation
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http://www.ncsall.net/fileadmin/resources/research/report17.pdf#page=56
www.ncsall.net/fileadmin/resources/research/report17.pdf#page=56
10 9 1 Somewhat School-Only 11 27 2 Highly School-Only 11 2 Modeling Unconditional and Respondent-Level <span class="highlight">Model</span> To begin the modeling process, an “unconditional <span class="highlight">model</span>” was estimated. In this <span class="highlight">model</span>, only the overall mean change score (the intercept), and the variance <span class="highlight">of</span> classroom effects were estimated. For this <span class="highlight">model</span>, the percent <span class="highlight">of</span> variation within and between classrooms was calculated. <span class="highlight">Using</span> the estimate (obtained from the unconditional <span class="highlight">model</span>) <span class="highlight">of</span> the variation
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