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Using Longitudinal Data to Model Teachers' Ratings of Classroom Behavior as a Dynamic Process

University of London Institute of Education

Simple Markov models are fitted to a small sample of longitudinal categorical data of teachers' ratings of children's classroom behavior. Although the data consist only of observations at 5 occasions, it was possible, after dividing the data into two groups, to fit plausible models in continuous time. Measurement error and alternative longitudinal designs are discussed, and some possible educational implications are noted.

Key Words: Longitudinal data • Markov models • continuous time models • categorical data

Journal of Educational and Behavioral Statistics, Vol. 6, No. 3, 237-255 (1981)
DOI: 10.3102/10769986006003237


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