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Thesis

Addressing an old issue from a new methodological perspective: a proposition on how to deal with bias due to multilevel measurement error in the estimation of the effects of school composition

Abstract:

With educational effectiveness studies, school-level aggregates of students' characteristics (e.g. achievement) are often used to assess the impact of school composition on students' outcomes – school compositional effects. Empirical findings on the magnitude and direction of school compositional effects have not been consistent. Relevant methodological studies raise the issue of under-specification at level 1 in compositional models - evident when the student-level indicator on which the ...

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Institution:
University of Oxford
Division:
SSD
Department:
Education
Oxford college:
Jesus College
Role:
Author

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Role:
Supervisor
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Funding agency for:
Televantou, I
Grant:
RES-051-27-0259
Publication date:
2014
Type of award:
DPhil
Level of award:
Doctoral
Awarding institution:
University of Oxford

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