proc mixed version 14.2 (SAS institute)
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proc mixed version 14.2
Proc Mixed Version 14.2, supplied by SAS institute, used in various techniques. Bioz Stars score: 90/100, based on 1 PubMed citations. ZERO BIAS - scores, article reviews, protocol conditions and more
https://www.bioz.com/product/proc+mixed+version+14%2E2/proc+mixed+version+14+2/pm38871408-235-5-9
Average 90 stars, based on 1 article reviews
Proc Mixed Version 14.2, supplied by SAS institute, used in various techniques. Bioz Stars score: 90/100, based on 1 PubMed citations. ZERO BIAS - scores, article reviews, protocol conditions and more
https://www.bioz.com/product/proc+mixed+version+14%2E2/proc+mixed+version+14+2/pm38871408-235-5-9
Average 90 stars, based on 1 article reviews
proc mixed version 14.2 - by Bioz Stars,
2026-09
90/100 stars
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other:Article Title: Improving Struggling Fifth-Grade Students’ Understanding of Fractions: A Randomized Controlled Trial of an Intervention That Stresses Both Concepts and Procedures Article Snippet: Using a randomized controlled trial, we examined the effect of a fractions intervention for students experiencing mathematical difficulties in Grade 5.. Students who were eligible for the study (n = 205) were randomly assigned to intervention and comparison conditions, blocked by teacher.. The intervention used systematic, explicit instruction and relied on linear representations (e.g., Cuisenaire Rods and number lines) to demonstrate key fractions concepts. Article Title: Examining differential effects of an equity-focused schoolwide positive behavioral interventions and supports approach on teachers' equity in school discipline. Article Snippet: Following a randomized controlled trial that showed effectiveness of an equity-centered positive behavioral interventions and supports (PBIS) professional development intervention on student discipline in elementary schools, we studied the extent to which the intervention had differential effects on individual teachers' use of exclusionary discipline.. Using the sample of teachers from the randomized controlled trial (n = 348), we assessed whether (a) changes in teacher use of office discipline referrals over the course of 2 school years and (b) intervention acceptability were moderated by teacher demographic characteristics (e.g., race/ethnicity, experience) or teacher attitudes (e.g., awareness of biases and commitment to equity).. Results from multilevel models using two discipline outcomes (i.e., office discipline referrals issued to Black students and equity in office discipline referrals) did not show significant moderation effects for any demographic or attitude variables. Article Title: Building number sense among English learners: A multisite randomized controlled trial of a Tier 2 kindergarten mathematics intervention Article Snippet: Model estimation and assumptions We fit the aforementioned statistical models to our data using AS Article Title: Exploring the Relationship Between Initial Mathematics Skill and a Kindergarten Mathematics Intervention Article Snippet: This study examined the role of initial skill in moderating intervention effects of a 50-lesson mathematics intervention program, ROOTS, for at-risk kindergarten students focused on developing whole-number concepts and skills.. The study utilized a randomized block design with at-risk students (n = 592) within classrooms (n = 60) randomly assigned to one of two treatment conditions (a small group of two to five students) or control condition.. Proximal and distal measures were collected in the fall (pretest), spring (posttest), and winter of first grade (delayed posttest). Article Title: Kindergarteners at Risk for Severe Mathematics Difficulties: Investigating Tipping Points of Core Mathematics Instruction. Article Snippet: A concerning number of students enter kindergarten facing an intractable variation of mathematics difficulties (MD).. This study investigated the impact of an explicit, core kindergarten mathematics program on the mathematical outcomes of kindergartners who demonstrated risk for severe MD at kindergarten entry and examined whether these students improved from a category of high MD risk (i.e., <10th percentile) to a lower risk of MD (i.e., norm-referenced performance at or above the 10th, 20th, 30th, and 40th percentiles) between the fall and spring of kindergarten.. Differential response to the program based on the classroom-level proportion of students with severe MD was also explored. |