Principal Turnover: Are There Different Types of Principals Who Move From or Leave Their Schools? A Latent Class Analysis of the 2007–2008 Schools and Staffing Survey and the 2008–2009 Principal Follow-Up Survey

Abstract Background: Sleep-related problems in Parkinson’s disease (PD) have received greater attention in recent years due to their clinical influence on morbidity, disability, and the health-related quality of life (HRQoL) of patients. This study aimed to evaluate the clinimetric properties of the Korean version of the Parkinson’s Disease Sleep Scale-2 (K-PDSS-2), and to analyze whether distinct sleep disturbance subtypes could be empirically identified in patients with PD based on the cross-culturally validated K-PDSS-2. Methods: The internal consistency, test-retest reliability, scale precision, and convergent validity of the K-PDSS-2 were assessed in a nationwide, multicenter study of 122 patients with PD. Latent class analysis (LCA) was used to derive subgroups of patients who experienced similar patterns of sleep-related problems and nocturnal disabilities. Results: The mean total K-PDSS-2 scores were 11.67 ± 9.87 (mean ± standard deviation) at baseline, and 12.61 ± 11.17 upon follow up testing. The Cronbach’s α coefficients of the total K-PDSS-2 score at baseline and at follow up testing were 0.851 and 0.880 respectively. Intraclass correlation coefficient over the 2-week period ranged from 0.672 to 0.848. The total K-PDSS-2 score was strongly correlated to HRQoL measures and other corresponding nonmotor scales. LCA indicated three distinct sleep disturbance classes in the study patients, namely “less troubled sleepers”, “PD-related nocturnal difficulties”, and “disturbed sleepers”. Conclusions: The K-PDSS-2 showed good clinimetric attributes in accordance with prior studies that were using the original version of the PDSS-2, therefore confirming the cross-cultural usefulness of the scale. Further, this study documents the first application of an LCA approach for identifying sleep disturbance subtypes in patients with PD. Keywords: Parkinson’s disease; sleep; PDSS-2; validity; reliability; Korean version; latent class analysis.

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Different Types of Work–Family Balance, Social Support, and Job Satisfaction: A Latent Class Analysis

Applied Research in Quality of Life ◽

10.1007/s11482-020-09812-7 ◽

2020 ◽

Cited By ~ 1

Author(s):

Deniz Yucel

Keyword(s):

Social Support ◽

Job Satisfaction ◽

Latent Class Analysis ◽

Latent Class ◽

Class Analysis ◽

Family Balance ◽

Different Types ◽

Work Family Balance ◽

Work Family

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A Latent Class Analysis Approach to Extradyadic Involvement

Journal of Relationships Research ◽

10.1017/jrr.2018.6 ◽

2018 ◽

Vol 9 ◽

Author(s):

Lindsey M. Rodriguez ◽

Angelo M. DiBello ◽

Camilla S. Øverup ◽

Helen Lee Lin

Keyword(s):

Latent Class Analysis ◽

Undergraduate Students ◽

Romantic Relationship ◽

Latent Class ◽

Investment Model ◽

Relationship Functioning ◽

Class Analysis ◽

Sexual Involvement ◽

Two Samples

Extradyadic involvement — emotional, romantic, or sexual involvement with another person outside of one's romantic relationship — may have serious personal and relational consequences. The current research examines extradyadic involvement in two samples of individuals in relationships and identifies subgroups of people based on their engagement in different types of extradyadic behaviour. To assess involvement in such behaviour, we created a new behavioural inventory intended to broaden the conceptualisation of types of extradyadic behaviours. Subgroups of individuals who engage in these behaviours were extracted using latent class analysis. Study 1 assessed undergraduate students in relationships (N = 339), and results revealed four classes of individuals: loyal, confiding, deceptive, and unfaithful. Follow-up tests demonstrated that these classes of individuals differed significantly in ways that are consistent with the investment model and attachment theory. Study 2 (N = 202) replicated the four-class solution, as well as the group differences in relationship functioning and attachment orientations. Results suggest theoretically consistent typologies of extradyadic behaviour that may be useful in differentiating deceptive behaviour in close relationships in a more precise way.

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Categorization and validation of handedness using latent class analysis

Acta Neuropsychiatrica ◽

10.1111/j.0924-2708.2004.00087.x ◽

2004 ◽

Vol 16 (4) ◽

pp. 212-218 ◽

Cited By ~ 65

Author(s):

Milan Dragovic

Keyword(s):

General Population ◽

Latent Class Analysis ◽

Latent Class ◽

Hand Preference ◽

Classification Criteria ◽

Future Research ◽

Class Analysis ◽

Exact Number ◽

Different Types ◽

Good Agreement

Background:A view that handedness is not a dichotomous, i.e. left–right, phenomenon is shared by majority of researchers. However, there are different opinions about the exact number of hand-preference categories and criteria that should be used for their classification.Objectives:This study examined hand-preference categories using the latent class analysis (LCA) and validated them against two external criteria (i.e. hand demonstration test and a series of arbitrary cut-off points).Method:The Edinburgh Handedness Inventory was applied to 354 individuals randomly selected from the general population, and the obtained data were analysed using the LatentGOLD software.Results:Three discrete hand-preference clusters were identified, i.e. left-, right- and mixed-handed category. Further subdivision of hand-preference clusters resulted in a non-parsimonious subcategorization of individuals. There was a good agreement between the LCA-based classification and classification based on hand-preference demonstration tests. The highest agreement between the LCA model and the different types of arbitrary classification criteria ranged between 0 ± 50 and 0 ± 70 of the laterality quotient.Conclusions:The study findings supported the view that handedness is not a bimodal phenomenon. However, definitions and subcategorizations of mixed-handedness using the cut-off points that are outside of the recommended range may lead to misclassification of cases. It is hoped that the categorization and validation of handedness developed in the context of this study will make future research in this area less dependent on arbitrary values and criteria.

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Victimization

Bullying, School Violence, and Climate in Evolving Contexts ◽

10.1093/oso/9780190663049.003.0003 ◽

2018 ◽

pp. 29-46

Author(s):

Ron Avi Astor ◽

Rami Benbenishty

Keyword(s):

Latent Class Analysis ◽

School Violence ◽

Latent Class ◽

Class Analysis ◽

Background Characteristics ◽

Factor Analyses ◽

Student Background ◽

Wide Range ◽

Different Types ◽

School Victimization

This chapter examines the definitions of bullying and school violence, suggesting that the use of the term “bullying” needs to be more specific and concrete, referring to behaviors that are intended to cause social, physical, emotional, sexual, or property damage. The chapter presents a wide range of victimization types that vary widely in terms of their prevalence in schools, their nature, and the severity of their impact on victims. It presents factor analyses that examine the relationships among different types of behaviors and reveal six distinct yet interrelated categories: verbal (e.g., humiliating), physical (e.g., pushing and shoving), threats, indirect social (e.g., spreading mean rumors), sexual, and cyber. Additionally, the chapter uses latent class analysis to examine how different groups of students experience multiple types of bullying and school victimization. Four groups (classes) were identified, each with a different profile of student background characteristics.

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Is There a Typology of Teacher and Leader Responders to CALL, and Do They Cluster in Different Types of Schools? A Two-Level Latent Class Analysis of CALL Survey Data

Teachers College Record ◽

10.1177/016146811711900408 ◽

2017 ◽

Vol 119 (4) ◽

pp. 1-66

Author(s):

Alex J. Bowers ◽

Mark Blitz ◽

Marsha E. Modeste ◽

Jason Salisbury ◽

Richard Halverson

Keyword(s):

Latent Class Analysis ◽

School Leadership ◽

Latent Class ◽

The United States ◽

Multisource Feedback ◽

Class Analysis ◽

Effective School ◽

Leadership For Learning ◽

Different Types ◽

Multilevel Latent Class Analysis

Background Across the recent research on school leadership, leadership for learning has emerged as a strong framework for integrating current theories, such as instructional, transformational, and distributed leadership as well as effective human resource practices, instructional evaluation, and resource allocation. Yet, questions remain as to how, and to what extent, teachers and leaders practice the skills and tasks that are known to be associated with effective school leadership, and to what extent do teachers and leaders agree that these practices are taking place in their school. Purpose of the Study We examine these issues through applying a congruency-typology model to the validation sample of the Comprehensive Assessment of Leadership for Learning (CALL), (117 schools across the United States, including 3,367 teachers and their school leaders) to examine the extent to which there may be significantly different subgroups of teacher and leader responders to the survey, how these subgroups may cluster nonrandomly in schools, and to what extent the subgroups of teachers and principals are aligned or not on their perception that the skills and practices of leadership for learning take place in their school. Research Design We used multilevel latent class analysis (LCA) to identify significantly different types of teacher and leader responders to CALL, including a cross-level interaction to examine the extent to which there is a typology model of teacher responders across schools and the extent to which the teacher subgroup responses align with the leader of the school. Findings We find that there are three statistically significant different subgroups of teacher responders to CALL, low (31.4%), moderate (43.3%), and high (25.4%). In addition, these subgroups cluster nonrandomly across three different types of schools: schools with low leadership for learning (40.2%), moderate leadership for learning (47.0%), and the smallest subgroup, schools with high leadership for learning (12.8%). Conclusions Our findings suggest that a congruency-typology model of leadership for learning is useful for understanding the context of practice, as schools may be on a continuum of practice in which there is strong alignment between teacher and leader responder types in the low and high schools—indicating problematic or beneficial contexts—but that leaders in the moderate type may be working to move their school towards instructional improvement through leadership for learning. As a quantitative phenomenology, this study provides a rich contextual analysis of the relationship between teachers and leaders on a multisource feedback survey of leadership for learning in schools.

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Identification of three classes of acute respiratory distress syndrome using latent class analysis

PeerJ ◽

10.7717/peerj.4592 ◽

2018 ◽

Vol 6 ◽

pp. e4592 ◽

Cited By ~ 3

Author(s):

Zhongheng Zhang

Keyword(s):

Acute Respiratory Distress Syndrome ◽

Respiratory Distress Syndrome ◽

Respiratory Distress ◽

Latent Class Analysis ◽

Fluid Balance ◽

Latent Class ◽

Distress Syndrome ◽

Class Analysis ◽

Class 1

Acute respiratory distress syndrome (ARDS) is a highly heterogeneous syndrome that can exhibit significant differences in the underlying causes, leading to different responses to treatment. It is required to identify subtypes of ARDS to guideline clinical treatment and trial design. The study aimed to identify subtypes of ARDS using latent class analysis (LCA). The study was a secondary analysis of the EDEN study, which was a randomized, controlled, multicenter trial conducted from January 2, 2008 to April 12, 2011. The primary study endpoint was death through 90-day follow up. LCA was performed incorporating variables on day 0 before randomization. The number of classes was chosen by a bootstrapped likelihood ratio test, Bayesian information criterion and the number of patients in each class. A total of 943 patients were enrolled in the study, including 219 (23.2%) non-survivors and 724 (76.8%) survivors. The LCA identified three classes of ARDS. Class 1 (hemodynamically unstable type) had significantly higher mortality rate (p = 0.003) than class 2 (intermediate type) and 3 (stable type) through 90 days follow up. There was significant interaction between cumulative fluid balance and the class (p = 0.02). While more fluid balance was beneficial for class 1, it was harmful for class 2 and 3. In conclusion, the study identified three classes of ARDS, which showed different clinical presentations, responses to fluid therapy and prognosis. The classification system used simple clinical variables and could help to design ARDS trials in the future.

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