Using Hierarchical Linear Modeling to Study Social Contexts: The Case of School Effects

By V. Lee. 2000

581 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/3eb694f1d0afe62fd8c7b2fc16ccf13b2cc511bb

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Citations in the corpus

Mere listening effect on creativity and the mediating role of psychological safety. (2018, methodology): “Because these values are close to the cutoff of .10 indicating consequential nesting (Lee, 2000), we used HLM, where we regressed employee-self-rated creativity, on both perceived supervisor's listening and on psychological safety (Level 1 predictors).”
Connections between attitudes, group norms, and behaviour in bullying situations (2004, background): “…with the analysis of nested data, and at the same time it gives the opportunity to introduce predictors in the regression that characterise the classroom context (see, for instance, Lee, 2000; Raudenbush & Bryk, 2002; and Snijders & Bosker, 1999 for an introduction to multilevel modelling).”
School Effectiveness Findings 1979–2002 (2002, background): “Slee, R., & Weiner, G. (1998). Introduction: School effectiveness for whom? In R.”
Contributions of Academic Language, Perspective Taking, and Complex Reasoning to Deep Reading Comprehension (2016, background): “…that the greatest variance in deep reading comprehension scores was at the individual student level (.72), whereas the variance between classrooms and schools was large enough to be worth examining (>.10, Lee, 2000), with design effects >2 for both classroom (2.92) and school level (2.24).”
Taking Teacher Responsibility Into Account(ability): Explicating Its Multiple Components and Theoretical Status (2011, background): “(2005), for example, considered responsibility a relatively stable personality disposition, Lee and colleagues ( Lee & Loeb, 2000 ; Lee & Smith, 1996 ) have explored the shared sense of responsibility among teachers, and Guskey (1981, 1982) and Rose and Medway (1981a, 1981b) have studied the inters”
Academic Resilience: What Schools and Countries Do to Help Disadvantaged Students Succeed in PISA. OECD Education Working Papers, No. 167. (2018, background): “Observations (students) within the same cluster (school) are correlated because students share the same environment and the same teachers with their schoolmates (Lee, 2000).”
Trust in School: A Pathway to Inhibit Teacher Burnout?. (2015, background): “ICC(1) estimates between-group difference and reflects the amount of explained variance at the school level (Lee, 2000).”
The Elusive Relationship Between Teacher Characteristics and Student Academic Growth: A Longitudinal Multilevel Model for Change (2007, background): “An aggregation bias occurs when a variable has different effects at different levels of analysis (Lee 2000).”
Socioeconomic status and the career aspirations of Australian school students: Testing enduring assumptions (2015, background): “School-level variances of this magnitude generally indicate that multilevel effects will be trivial (Lee 2000; Preacher et al. 2011).”
Studying and Understanding the Instructional Contexts of Classrooms: Using our Past to Forge our Future (2000, background): “Validity in an interview is defined by McCaslin and Good (1996) as the degree to which the interviewee is willing and able to share his or her ideas.”
Family Background and School Effects on Student Achievement: A Multilevel Analysis of the Coleman Data (2011, background): “In two-level models, the school effects are estimated at the school level, where the adjusted-for-student-background average school achievement is modeled as a function of school characteristics (see Lee, 2000).”
Willingness to Intervene in Bullying Episodes Among Middle School Students (2012, background): “General social science research requires an ICC amount of at least .10, or 10% (Lee, 2000).”