General Linear Model Coursework Example | Topics and Well Written Essays - 8000 words

General Linear Model - Coursework ExampleThe research question was What factors front to be related to whether or not a child is classified as SEN This author hypothesised that the of import factor related to whether or not a child is classified as SEN would be bear witness scores (APS). A search of relevant scholarly literature found that other factors, particularly outset social frugal status, and cultural-linguistic factors has been shown to increase the proportion of students classified as SEN.The model used was a GLM log genius. The two main variables from the hypothesis - APS and SEN - was completed in R 2.7.0 to model the expected human relationship. Further abridgment including charts and tables was done to examine the correlation between SES factors (such as being eligible for free school meals), and whether or not a child is classified as SEN. Additional work was completed to discover the relationship between whether or not a child is classified as SEN and socio-li nguistic factors (Mother tonge and ethnicity).An important issue for this statistical analysis is understanding the variables and the effect of other factors (both available in the dataset and ones not contained within the dataset). Blindly plugging variables into a copied statistical model and performing an analysis based on those is of little to no practical or even theoretical use. The following two sections (2.1 and 2.2) provided some context and background research on factors touching the mis-identification of students needing fussy schooling services. Such factors help explain why a correlation between one or more explainatory variables (i.e. test scores or school grades) and the response variable (in receipt of special education services) is not as strong as one would expect. 2.1 Low Achievement vs Learning Disabilities. maven of the frequently occurring reasons why students are referred for special education services is for having a skill check. Learning disability (LD) is a condition characterized by the occurrence within an otherwise adequate level of intellectual mathematical operation of one or more specific deficits in the cognitive processes that undergird learning. (Blair, C. And K. G. Scott, 2002). The diagnosis of having a learning disability has increased in the past few decades. In the United States the rate of identification and situation in special education services, has doubled between 1982 and 2002 (Lewit & Baker, 1996).Much of this increase can be attributed to the increased sentience and acceptance of this invisible disability as a real special need requiring special education services. (Formally, students were told If only youd apply yourself and try harder.). However, as mentioned above some of the increase in referral and identification is apt(predicate) due to other, non-LD factors causing a mis-identification. Statistical analysis published in 2002 by Clancy Blair and Keith G. Scott indicated that 30% of LD placements amo ng boys and 39% of LD placements among girls were attributable to what can be considered low-SES markers. This section discusses the situation where low achievement (LA) from resulting from low social economic status (SES), results in students being misidentified as having a learning