caa a22 4500 445329718 CHVBK 20180317142733.0 cr unu---uuuuu 170323e20110601xx s 000 0 eng 10.1007/s10648-011-9160-0 doi (NATIONALLICENCE)springer-10.1007/s10648-011-9160-0 Martin Andrew Faculty of Education and Social Work, University of Sydney, A35 - Education Building, 2006, Sydney, NSW, Australia aut Prescriptive Statements and Educational Practice: What Can Structural Equation Modeling (SEM) Offer? [Elektronische Daten] [Andrew Martin] Longitudinal structural equation modeling (SEM) can be a basis for making prescriptive statements on educational practice and offers yields over "traditional” statistical techniques under the general linear model. The extent to which prescriptive statements can be made will rely on the appropriate accommodation of key elements of research design, measurement, and theory. If these key elements are not adequately incorporated in educational SEM research, prescriptive statements become less justified, and in many cases, untenable. This is not to discount cross-sectional SEM as a basis for prescriptive considerations; however, it is more defensible to consider cross-sectional findings in terms of prescriptive possibilities and prescriptive inferences rather than prescriptive statements. This article examines what, when, and how SEM can contribute to prescriptive statements in education. Springer Science+Business Media, LLC, 2011 Structural equation modeling nationallicence Practice nationallicence Causal modeling nationallicence Longitudinal nationallicence Cross-sectional nationallicence Educational Psychology Review Springer US; http://www.springer-ny.com 23/2(2011-06-01), 235-244 1040-726X 23:2<235 2011 23 10648 https://doi.org/10.1007/s10648-011-9160-0 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s10648-011-9160-0 text/html Onlinezugriff via DOI NATIONALLICENCE 100 1- Martin Andrew Faculty of Education and Social Work, University of Sydney, A35 - Education Building, 2006, Sydney, NSW, Australia aut NATIONALLICENCE 773 0- Educational Psychology Review Springer US; http://www.springer-ny.com 23/2(2011-06-01), 235-244 1040-726X 23:2<235 2011 23 10648 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer