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The Development and Validation of th...

Maherally, Mohammad Iqbal.

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The Development and Validation of the Algebra Curriculum Based Measure: A Measure of Preschool Children's Sorting and Classifying Skills.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Development and Validation of the Algebra Curriculum Based Measure: A Measure of Preschool Children's Sorting and Classifying Skills./
Author:	Maherally, Mohammad Iqbal.
Description:	161 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.
Contained By:	Dissertation Abstracts International75-10A(E).
Subject:	Early childhood education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3622099
ISBN:	9781303936791

The Development and Validation of the Algebra Curriculum Based Measure: A Measure of Preschool Children's Sorting and Classifying Skills.
Maherally, Mohammad Iqbal.

The Development and Validation of the Algebra Curriculum Based Measure: A Measure of Preschool Children's Sorting and Classifying Skills. - 161 p.

Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.

Thesis (Ed.D.)--University of Cincinnati, 2014.

This item must not be sold to any third party vendors.

The purpose of this study was to develop and validate an assessment tool entitled the Algebra Curriculum Based Measure (ACBM) with the intent of measuring preschool children's sorting and classifying skills based on one attribute (color, shape, and size) and two attributes (color and shape) simultaneously; and their ability to explain their sorting and classifying strategies. The hypothesis was that five sub-constructs, namely, "Color," "Shape," "Size," "Color and Shape," and "Explanation," would significantly contribute to the latent construct sorting and classifying. The ACBM was administered to 120 preschool children enrolled in accredited child care centers in Cincinnati, Ohio, during the 2012-2013 school year. A Confirmatory Factor Analysis (CFA) was used to measure the hypothesized model with raw and square root transformed data. Results indicated a good model fit between the hypothesized and measured models in both cases: chi² (2, N = 120) = 0.882, p = .643; NFI =.992; CFI = 1.000; and RMSEA = .000 with raw data, and chi² (2, N = 120) = 0.749, p = .688; NFI =.992; CFI = 1.000; and RMSEA = .000 with transformed data. While factor loadings obtained with raw data ranged from .43 to .69, factor loadings obtained with transformed data ranged from .44 to .63. All standardized path coefficients demonstrated both statistical significance at the .001 level (2-tailed) and practical significance (beta > .3) in both cases. The conclusion was that the ACBM is a valid and reliable assessment tool of sorting and classifying for this sample of preschool children.

ISBN: 9781303936791Subjects--Topical Terms:

518817
Early childhood education.

The Development and Validation of the Algebra Curriculum Based Measure: A Measure of Preschool Children's Sorting and Classifying Skills.
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100 1 $a Maherally, Mohammad Iqbal. $3 3177572
245 1 4 $a The Development and Validation of the Algebra Curriculum Based Measure: A Measure of Preschool Children's Sorting and Classifying Skills.
300 $a 161 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.
500 $a Adviser: Sally Moomaw.
502 $a Thesis (Ed.D.)--University of Cincinnati, 2014.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a The purpose of this study was to develop and validate an assessment tool entitled the Algebra Curriculum Based Measure (ACBM) with the intent of measuring preschool children's sorting and classifying skills based on one attribute (color, shape, and size) and two attributes (color and shape) simultaneously; and their ability to explain their sorting and classifying strategies. The hypothesis was that five sub-constructs, namely, "Color," "Shape," "Size," "Color and Shape," and "Explanation," would significantly contribute to the latent construct sorting and classifying. The ACBM was administered to 120 preschool children enrolled in accredited child care centers in Cincinnati, Ohio, during the 2012-2013 school year. A Confirmatory Factor Analysis (CFA) was used to measure the hypothesized model with raw and square root transformed data. Results indicated a good model fit between the hypothesized and measured models in both cases: chi² (2, N = 120) = 0.882, p = .643; NFI =.992; CFI = 1.000; and RMSEA = .000 with raw data, and chi² (2, N = 120) = 0.749, p = .688; NFI =.992; CFI = 1.000; and RMSEA = .000 with transformed data. While factor loadings obtained with raw data ranged from .43 to .69, factor loadings obtained with transformed data ranged from .44 to .63. All standardized path coefficients demonstrated both statistical significance at the .001 level (2-tailed) and practical significance (beta > .3) in both cases. The conclusion was that the ACBM is a valid and reliable assessment tool of sorting and classifying for this sample of preschool children.
590 $a School code: 0045.
650 4 $a Early childhood education. $3 518817
650 4 $a Mathematics education. $3 641129
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