Publications

Teaching notes and guidelines

Professor Gavin Brown has been posting on his blog site useful explanatory material for a number of quantitative methods that the team can help with.

Go to the following links for help:

a. Survey Research

b. Item Response Theory

c. Positively Packed Rating Scales

d. Confirmatory Factor Analysis

e. Invariance Testing

f. Structural Equation Modeling

g. Latent Curve Modeling

Professor Brown taught a week-long course on factor analysis at the Higher School of Economics in Moscow in August 2019.

View the course materials

View the video lectures

Commissioned Reports

The following reports are confidential analyses conducted for the commissioning group. They are listed here to demonstrate the range of skills Quant-DARE have to offer.

• Wang, S. (2021, Novemeber). Exploring inclusiveness in the Engineering student experience at the University of Auckland. (Quant-DARE Tech. Rep. #2021_04). The University of Auckland, Auckland, NZ.
• Wang, S. (2021, Novemeber). The Sword of Damocles: Exploring the influence of child safeguarding policy on volunteer coaches' practice in New Zealand. (Quant-DARE Tech. Rep. #2021_03). The University of Auckland, Auckland, NZ.
• Wang, S. (2021, November). QSupport - Development of a critical thinking resource for the model Street Smarts. (Quant-DARE Tech. Rep. #2021_02). The University of Auckland, Auckland, NZ.
  
• Wang, S. & Brown, G. T. L. (2021, October). Data Analysis for the 2020 and 2021 NZ Sample: Mathematics and English self-beliefs, career aspirations, and gender-role attitudes in mid-adolescence data analysis. (Quant-DARE Tech. Rep. #2020_01). The University of Auckland, Auckland, NZ.
  
• Zhao, A. (2020, October). CSI School Creativity Survey: NZ Norms Analysis. (Quant-DARE Tech. Rep. #2020_05). The University of Auckland, Auckland, NZ.
• Brown, G. T. L. & Mei, B. (2020, September). Data Analysis for NZ Sample: Mathematics and English self-beliefs, career aspirations, and gender-role attitudes in mid-adolescence data analysis. (Quant-DARE Tech. Rep. #2020_04). The University of Auckland, Auckland, NZ.
• Mei, B. (2020). Social Media Usage among NZ Refugee Populations: Preliminary Report (Quant-DARE Tech. Rep. #2020_01). The University of Auckland, Auckland, NZ.
• Mei, B. (2020). Social Media Usage among NZ Refugee Populations: Clusters (Quant-DARE Tech. Rep. #2020_02). The University of Auckland, Auckland, NZ.
• Mei, B. (2020). Social Media Usage among NZ Refugee Populations: Factor Analysis (Quant-DARE Tech. Rep. #2020_03). The University of Auckland, Auckland, NZ.
• Brown, S., Alansari, M., & Rubie-Davies, C. M. (2019). Navigating Maori Success: Exploring the Beliefs, Attitudes, and Aspirations of Youth over Time [Summer scholar research report to I Have A Dream (IHAD) Charitable Trust]. Auckland, New Zealand: University of Auckland.
• Alansari, M., & Rubie-Davies, C. M. (2018). Navigating Success: Exploring the Beliefs, Attitudes, and Aspirations of Youth over Time: Milestone 2 Report on 2017 End of Year Data [report to I Have A Dream (IHAD) Charitable Trust]. Auckland, New Zealand: University of Auckland.
• Alansari, M., & Rubie-Davies, C. M. (2018). Navigating Success: Exploring the Beliefs, Attitudes, and Aspirations of Youth over Time: Milestone 1 Report on 2017 Baseline Data [report to I Have A Dream (IHAD) Charitable Trust]. Auckland, New Zealand: University of Auckland.
• Meyer, F., Alansari, M., & Rubie-Davies, C. M. (2018). An Evaluation of the Implementation of the IHAD Programme: Perceptions of Programme Delivery, Effectiveness and Coherence [report to I Have A Dream (IHAD) Charitable Trust]. Auckland, New Zealand: University of Auckland.
• Sinnema, C., Alansari, M., & Turner, H. (2018). The Promise of Improvement through and of the Teacher Led Innovation Fund: Evaluation of the Teacher-Led Innovation Fund. Wellington, New Zealand: Ministry of Education.Brown, G. T. L. (2018, November). Response to Ministry of Education Equity Index – Technical Report. [Confidential Report]. The University of Auckland: Auckland, NZ.
• Park, J. J. (2018). Structural Equation Modelling: GISC Survey (Quant-DARE Tech. Rep. #13). The University of Auckland, Auckland, NZ.
• Park, J. J. (2018). Factor Mean Comparison and Structural Equation Modeling: GISC Survey (Quant-DARE Tech. Rep. #12). The University of Auckland, Auckland, NZ.
• Park, J. J. (2018). Confirmatory Factor Analysis and Multi-group Confirmatory Factor Analysis: GISC Survey (Quant-DARE Tech. Rep. #11). The University of Auckland, Auckland, NZ.
• Park, J. J. (2018). Data Preparation: GISC Survey (Quant-DARE Tech. Rep. #10). The University of Auckland, Auckland, NZ.
• Asil, M., & Brown, G. T. L. (2014, August). Predicting NCEA Achievement from Year 9 and 10 Standardised Test Data: StarPath Data Report (Quant-DARE Tech. Rep. #1). Auckland, NZ: The University of Auckland, Quantitative Data Analysis and Research Unit.
• Magyar, B., & Brown, G. T. L. (2014, December). School Effects in NCEA Achievement: StarPath Data Preliminary Analysis (Quant-DARE Tech. Rep. #3). Auckland, NZ: The University of Auckland, Quantitative Data Analysis and Research Unit.
• Courtney, M. G. R., & Brown, G. T. L. (2015, October). Kia Eke Panuku Year 9 and 10 Data Analysis Plan (KEP Analyst Team Technical Report). Auckland, NZ. The University of Auckland, Quantitative Data Analysis and Research Unit.
• Courtney, M. G. R., & Brown, G. T. L. (2015, October). Kia Eke Panuku Retention, Engagement, and Te Reo Data Analysis Plan (KEP Analyst Team Technical Report). Auckland, NZ. The University of Auckland, Quantitative Data Analysis and Research Unit.
• Kushner, S., Cochise, A., Courtney, M., Sinnema, C., & Brown, G. (2015, September). ‘A case study in whole-school innovation’ (Final Report to the International Baccalaureate Regional Office (Singapore) from an Independent Evaluation of International Baccalaureate Primary Years Programme in Aotearoa New Zealand). Auckland, NZ: The University of Auckland.
• Courtney, M. G. R., & Brown, G. T. L. (2015, March). Evaluation of Student Performance in International Baccalaureate Primary Year Programme Schools in New Zealand: Preliminary Report (IB PYP Evaluation Project—Quant-DARE Tech. Rep. #9). Auckland, NZ: The University of Auckland, Faculty of Education.
• Courtney, M. G. R., & Brown, G. T. L. (2015, February). School Effects in NCEA Achievement (StarPath Data Analysis—Quant-DARE Tech. Rep. #7). Auckland, NZ: The University of Auckland, Faculty of Education.
• Brown, G. T. L. (2015, February). Equating PAT and e-asTTle Scores (Quant-DARE Stat. Note #3). Auckland, NZ: The University of Auckland, Quantitative Data Analysis and Research Unit.
• Brown, G. T. L. (2014, May). The Akaike Information Criterion (Quant‐DARE Stat. Note #2). Auckland, NZ: The University of Auckland, Faculty of Education.
• Brown, G. T. L. (2014, March). The Gamma Hat index (Quant‐DARE Stat. Note #1). Auckland, NZ: The University of Auckland, Faculty of Education.

Recent Publications

Cluster Analysis

• Michaelides, M., Brown, G. T. L., Eklöf, H., & Papanastasiou, E. (2019). Motivational profiles in TIMSS mathematics: Exploring student clusters across countries and time (IEAR Volume 7). Cham, CH: Springer Open & IEA

Differential Item Functioning

• Brown, G. T. L., AlQassab, M., Bulut, O., & Xiao, J. (2020). Detecting differential item functioning of polytomous items in small samples: Comparison of MIMIC with a Pure Anchor and MIMIC-Interaction methods. Psychological Test and Assessment Modeling, 65(4), 429-448
  

Factor analysis, including confirmatory factor analysis, invariance testing, bifactor analysis

• Sobko, T., & Brown, G. T. L. (2021). The influence of connectedness to nature on psychological well-being: Evidence from the randomized controlled trial Play&Grow. Challenges, 12(1), 12. https://doi.org/10.3390/challe12010012 
• Pereira, D., Cadime, I., Brown, G. T. L. & Flores, M. A. (2021). How do Undergraduates Perceive the Use of Assessment? A Study in Higher Education. European Journal of Higher Education.
• Brown, G. T. L., & Grays, M. P. (2020). Understanding change in self-reported undergraduate attributes: A repeated measures survey of students in education. New Zealand Journal of Educational Studies, 55(2), 337-361.
  
• Flores, M. A. C., Brown, G. T. L., Pereira, D., Coutinho, C., Santos, P., & Pinheiro, C. (2020). Portuguese university students’ conceptions of assessment: Taking responsibility for achievement. Higher Education, 79(3), 377–394.
  
• Lee, B., & Brown, G. T. L. (2020). Confirmatory factor analysis of the Parenting Styles and Dimensions Questionnaire (PSDQ) in a sample of Korean immigrant parents in New Zealand. Current Psychology, 39(6), 2074-2086.
• Slade, M. & Brown, G. T. L. (2020). The relationship of graduate attributes and academic ability: A case study of Foundation Certificate students. New Zealand Journal of Educational Studies, 55(1), 197-205.
  
• Sobko, T., Brown, G. T. L., Cheng, W. H. G. (2020). Does Connectedness to Nature improve the eating behaviours of pre-schoolers? Emerging evidence from the Play&Grow randomised controlled trial in Hong Kong.
  
• Brown, G. T. L., Gebril, A., & Michaelides, M. (2019). Teachers’ Conceptions of Assessment: A global phenomenon or a global localism. Frontiers in Education, 4(16). 
• Deneen, C. C., Fulmer, G. W., Brown, G. T. L., Tay, H. W., Tan, K., & Leong, W. S. (2019). Value, practice and proficiency: Teachers' complex relationship with Assessment for Learning. Teaching and Teacher Education, 80, 39-47. 
• Kyaruzi, F., Strijbos, J.-W., Ufer, S., & Brown, G. T. L. (2019). Students’ formative assessment perceptions, feedback use and mathematics performance in secondary schools in Tanzania. Assessment in Education: Principles, Policy and Practice, 26(3), 278-302. 
• Matos, D. A. S., Brown, G. T. L., & Gomes, C. (2019). Bifactor invariance analysis of Student Conceptions of Assessment Inventory. Psico-USF, 24(4), 737-750. 
  
• Sobko, T. & Brown, G. T. L. (2019). Reflecting on personal data in a health course: Integrating wearable technology and ePortfolio for eHealth. Australasian Journal of Educational Technology, 35(3), 55-70.
• Teo, T., Sang, G., Mei, B., & Hoi, C. K. W. (2019). Investigating pre-service teachers’ acceptance of web 2.0 technologies in their future teaching: A Chinese perspective. Interactive Learning Environments, 27(4), 530-546.
• Mei, E. B., Brown, G. T. L., & Teo, T. (2018). Towards an understanding of pre-service EFL teachers’ acceptance of CALL 2.0 in the PRC. Journal of Educational Computing Research, 56(1), 74-104. 
• Mei, B., & May, L. (2018). Reflective renovation: Insights from a collaborative and active learning space project evaluation. Australasian Journal of Educational Technology, 34(6). 
• Kyaruzi, F., Strijbos, J. W., Ufer, S., & Brown, G. T. L. (2018). Teacher AfL perceptions and feedback practices in mathematics education among secondary schools in Tanzania. Studies in Educational Evaluation, 59, 1–9.
• Sobko, T., Jia, Z., & Brown, G. T. L. (2018). Measuring Connectedness to Nature in preschool children in an urban setting and its relation with psychological functioning. PLoS ONE, 13(11), e0207057.
  

Latent Curve Modeling

• Brown, G. T. L., & Peterson, E. R. (2018). Evaluating Repeated Diary Study Responses: Latent Curve Modeling (SAGE research methods cases Part 2). London: Sage.

Method Advice

• Abbasnasab Sardareh, S., Brown, G. T. L., & Denny, P. (2021). Comparing four contemporary statistical software tools for introductory data science and statistics in the social sciences. Teaching Statistics, 43(S1), S157-S172. https://doi.org/10.1111/test.12274
• Gavey, R., Harper, A., Hill, M. F., Phillips, A., & Brown, G. T. L. (2020). The impact of undergraduate research journals on the scholarly world: Present but small. Education Sciences, 10(11), 338; https://doi.org/10.3390/educsci10110338
• Brown, G. T. L. (2021). Students conceptions of assessment: Understandable responses to our practices ECNU Review of Education. https://doi.org/10.1177/20965311211007869 
• Brown, G. T. L., & Harris, L. R. (2018). Methods in feedback research. In A. A. Lipnevich & J. K. Smith (Eds.), Cambridge handbook of instructional feedback (pp. 97-119). Cambridge, UK: Cambridge University Press.
• Harris, L. R., & Brown, G. T. L. (2018). Using self-assessment to improve student learning. New York: Routledge. ISBN: 9781138283367
  
• Mei, B., & Brown, G. T. L. (2018). Conducting online surveys in China. Social Science Computer Review, 36(6), 721-734.
  
• Wang, Z., & Brown, G. T. L. (2019). Analyzing students’ free response drawings: Perceptions of assessment (SAGE research methods datasets Part 2). London: Sage. 

Rasch Analysis 

• Yan, Z., Brown, G. T. L., Lee, C. K. J., & Qiu, X. L. (2020). Student self-assessment: Why do they do it? Educational Psychology, 40(4), 509-532.
  

Test Validity

• Dai, D. W. T., Wouldes, T. A., Brown, G. T. L., Tottman, A. C., Alsweiler, J. M., Gamble, G. D., & Harding, J. E. (2020). Relationships between intelligence, executive function and academic achievement in children born very preterm. Early Human Development, 148, 105122.
  
• Shah, R., Brown, G., Keegan, P., Burakevych, N., Harding, J. E., & McKinlay, C. (2020). Teacher rating versus measured academic achievement: Implications for paediatric research. Journal of Pediatrics and Child Health, 56(7), 1090-1096.