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This indirect sampling method is based on a nationally representative sample of elementary schools.
A multitrait multimethod (MTMM) matrix was applied to a normative sample of elementary school-aged children (N = 841).
The procedure is iterated a number of times with a different starting random point as to collect a sample of elementary shifts for each factor.
These participants represented a diverse sample of elementary through high school students between the ages of 7 and 18 (M = 13.3, SD = 2.4).
Nadelson and Sinatra (2010), for example, used the MATE on a mixed sample of elementary, middle, and high school teachers (about evenly split between early- and late-grade levels).
The first study was performed with a sample of elementary school children (n = 82) and used the child edition of the Structured Clinical Interview for DSM as diagnostic standard (KSCID) [ 24].
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That advantage echoes an earlier sample of elementary-school children, which found increased left-handedness among children with I. Q
The results of the study provide evidence for the validity of the QLT model for the sample of elementary-aged children.
The hierarchical three-factor QLT model was found to have relatively good fit for the sample of elementary-aged students, and all inter-factor relationships were found to be consistent with the proposed theoretical model of the quantitative literacy construct.
In this study, grounded in the notion of quantitative literacy outlined by Wilkins (in press, 2010), a measurement model of QLT is validated for a sample of elementary-aged students.
By using a sample of elementary-aged students, the results of this study provide further evidence for the validity of a generalized model of quantitative literacy as previous research has validated the model for secondary and undergraduate students (Wilkins, in press, 2010).
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