ethanporcaro/eric-fulltext-meta huggingface dataset:
Statistical Properties of the &quot;GRE&quot;® Psychology Test Subscores. ETS GRE® Board Research Report. ETS GRE®-18-02. ETS Research Report. RR-18-19
Author: Liu, Yuming
Date: 2018-12-00
Type: Journal Articles
Subjects: College Entrance Examinations,Graduate Study,Psychological Testing,Scores,Achievement Tests,Test Format,Factor Structure,Factor Analysis,Value Added Models,Test Reliability

The &quot;GRE&quot;® Psychology test is an achievement test that measures core knowledge in 12 content domains that represent the courses commonly offered at the undergraduate level. Currently, a total score and 2 subscores, experimental and social, are reported to test takers as well as graduate institutions. However, the American Psychological Association (APA) Board of Educational Affairs and the Council of University Directors of Clinical Psychology (CUDCP) have expressed a need for reporting new subscores. To meet such a demand, Educational Testing Service (ETS) content experts, in collaboration with the APA and CUDCP, proposed a new mapping of 12 content domains onto 6 subtest areas: biological; cognitive; social; developmental; clinical; and measurement, methodology, and other. In this study, we investigated the latent structure of the test and evaluated the statistical properties of the 6 subscores. Factor analyses showed that the test was essentially unidimensional. The disattenuated correlations among the 6 raw subscores were relatively high. However, when augmented with the total score, the subscores displayed low to moderate value added. Further, profile analyses showed that the augmented subscores displayed noticeably distinct profiles among test takers with the same total score. No evidence suggested that the content mapping of the 6 subscores was unreasonable. Additional validity research is needed to support the use of the 6 subscores, once their intended use is made clearer.
Understanding Mean Score Differences between the &quot;e-rater&quot;® Automated Scoring Engine and Humans for Demographically Based Groups in the &quot;GRE&quot;® General Test. ETS GRE® Board Research Report. ETS GRE®-18-01. ETS Research Report. RR-18-12
Author: Ramineni, Chaitanya
Date: 2018-12-00
Type: Journal Articles
Subjects: Scores,Computer Assisted Testing,Test Scoring Machines,Automation,College Entrance Examinations,Graduate Study,Scoring,Essay Tests,Demography,Foreign Countries,Ethnic Groups,Whites,African Americans,Hispanic Americans,Asians,American Indians,Spelling,Persuasive Discourse,Grammar

Notable mean score differences for the &quot;e-rater&quot;® automated scoring engine and for humans for essays from certain demographic groups were observed for the &quot;GRE&quot;® General Test in use before the major revision of 2012, called rGRE. The use of e-rater as a check-score model with discrepancy thresholds prevented an adverse impact on the examinee score at the item or test level. Despite this control, there remains a need to understand the root causes of these demographically based score differences and to identify potential mechanisms for avoiding future instances of discrepancy. In this study, we used a combination of statistical methods and human review to propose hypotheses about the root cause of score differences and whether such discrepancies reflect inadequacies of e-rater, human scoring, or both. The human rating process was found to be influenced strongly by the scale structure and did not fully correspond to the e-rater scoring mechanism. The human raters appeared to be using conditional logic and a rule-based approach to their scoring, while e-rater uses linear weighting of all the features. These analyses have implications for future research and operational policies for the scoring of the rGRE.
The Readiness of Prospective Teachers for Culturally Responsive Teaching
Author: Özüdogru, Fatma
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Readiness,Culturally Relevant Education,Gender Differences,Student Attitudes,Teacher Competencies,Teacher Qualifications,Social Justice,Cultural Awareness,Intellectual Disciplines,Self Efficacy,Student Diversity,Foreign Countries

The aim of this study is to determine the readiness level of prospective teachers for culturally responsive teaching and explore students' opinions about culturally responsive teaching and the impact of undergraduate education on their culturally responsive teaching readiness. This research employed a mixed method research design. The study group consisted of a total of 403 prospective teachers who were studying in their final year of different teaching departments at a Turkish state university in the spring semester of 2017-2018 education year. The data were collected via Cultural Responsive Teaching Readiness Scale developed by Karatas &amp; Oral (2017) and semi-structured interviews. The scale, which consists of 21 items, has two-factors which are 'Personal Readiness' and 'Professional Readiness'. In this study, the quantitative data were analyzed through both descriptive and inferential statistics and the qualitative data were analyzed through descriptive analysis. The research findings revealed that prospective teachers felt highly ready for culturally responsive teaching. While 'gender' did not have an impact on their readiness, 'department' variable had an impact on their readiness. Besides, it was unearthed that their personal readiness was significantly higher than their professional readiness. This study also concluded that undergraduate education lacked practice in terms of preparing prospective teachers for culturally responsive teaching.
Mobile Learning in University Contexts Based on the Unified Theory of Acceptance and Use of Technology (UTAUT)
Author: Mojarro Aliaño, Ángel
Date: 2019-01-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Telecommunications,Handheld Devices,College Students,Student Attitudes,Intention,Gender Differences,Age Differences,Instructional Program Divisions,Intellectual Disciplines,Foreign Countries

The aim of this study is to determine the factors that significantly influence the acceptance and intent to use smartphones and tablets as resources for learning in university contexts, as well as the relationships established between them. For their analysis, we followed a contextualized model of evaluation starting with the methodological framework of the Unified Theory of Acceptance and Use of Technology (UTAUT), proposed by Venkatesh and collaborators (2003). For this, a data collection instrument was designed, validated to our context and optimized for mobile learning and the education community. A total of 370 university students participated in the study. From the statistical analysis conducted, it was shown that the instrument constructed had a notable internal consistency, showing a high validity for collecting information in relation to five of the eight factors of which it was composed, although it should be revised in relation to the other three. Also, through the data collected, a high pre-disposition was observed for the use of mobile devices for learning, with a direct effect on the constructs validated, as well as the socio-demographic variables (age, gender, degree year and field of knowledge) that could be considered moderating variables of this pre-disposition. Although these results could be put into context in future studies, it can be concluded that the instrument design can be a good indicator of the pre-disposition towards the use of mobile learning strategies.
Using the &quot;SuccessNavigator&quot;® Assessment to Assess Change over Time: A Longitudinal Measurement Invariance Study. Research Report. ETS RR-18-29
Author: Rikoon, Samuel H.
Date: 2018-12-00
Type: Journal Articles
Subjects: College Freshmen,Longitudinal Studies,Student Evaluation,Measurement,Skills,Success,Factor Structure,Undergraduate Students

The assumption of longitudinal measurement invariance underlies the interpretation of changes in assessment scale score levels over time. This study was conducted to examine the longitudinal measurement invariance of the &quot;SuccessNavigator&quot;® assessment (SN) in a sample of 407 first-year undergraduate students. SN is a psychosocial skills assessment targeting 4 broad domains (academic skills, commitment, self-management, and social support). Each domain comprises 2 or 3 subskills (10 subskills total). Of the 10 subskills, 8 were found to demonstrate a sufficient level of both metric and scalar longitudinal measurement invariance, supporting their application in longitudinal studies. Implications of these findings are discussed, as are important avenues for future research to examine both the methodological and practical consequences of noninvariance in the 2 cases where it was observed.
Learning Styles and the Use of ICT in University Students within a Competency-Based Training Model
Author: Barbosa Granados, Sergio Humberto
Date: 2019-01-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Cognitive Style,Competency Based Education,Gender Differences,Undergraduate Students,Foreign Countries

The purpose of the study was to determine the learning styles (LS) and the use of Information and Communication Technologies (ICT) in university students within a competency-based training model, as well as to identify possible differences related to the frequency of use of ICT in terms of gender. A descriptive and correlational quantitative approach was applied with a non-experimental and transversal design. The study used an intentional non-probabilistic sample of 113 students in undergraduate psychology, public accounting and business administration programs that use a competency-based model at a private Colombian university. The outcome showed no significant differences among LS or in the frequency of ICT use in students with competency-based training. Additionally, the outcome showed a gender gap in which male students had the highest scores for the use of ICT.
Examining the Applications and Opinions of the &quot;TOEFL ITP&quot;® Assessment Series Test Scores in Three Countries. &quot;TOEFL&quot;® Research Report. TOEFL-RR-84. ETS RR-18-44
Author: Golubovich, Juliya
Date: 2018-12-00
Type: Journal Articles
Subjects: English (Second Language),Language Tests,Second Language Learning,Language Teachers,Teacher Attitudes,Admissions Counseling,Counselor Attitudes,Language Proficiency,College Faculty,Cross Cultural Studies,Exit Examinations,Scores,Language of Instruction,Reading Comprehension,Decision Making,Foreign Countries,College Students

In this study, 249 users of the &quot;TOEFL ITP&quot;® assessment series (e.g., admissions officers, English-language teachers, academic staff) in Japan, Mexico, and Indonesia were surveyed about their uses and opinions of TOEFL ITP scores, followed by in-depth interviews with 21 of these users. Overall, the most common use of the test was as an exit requirement from English-language programs to demonstrate proficiency in English listening and reading. The majority of participants saw TOEFL ITP scores as very useful indicators of students' English-language proficiency. Interviews helped clarify the user needs met by this assessment and how test scores were actually applied. Study participants indicated that they need a relatively inexpensive and practical English-language assessment that also provides them with enough information to make decisions about test takers' proficiency in all relevant skill areas. Some of the ways interviewees talked about using TOEFL ITP scores were consistent with the recommendations of Educational Testing Service (ETS), while other uses (e.g., for workplace applications) were more questionable, as they might imply potentially higher stakes than were intended for this test. The results of the study highlight areas where TOEFL ITP users might need additional informational support with regard to score interpretation and use.
Sparking Reading Motivation with the Bluestem: School Librarians&apos; Role with a Children&apos;s Choice Award
Author: Ross, Natalie Hoyle
Date: 2018-00-00
Type: Journal Articles
Subjects: Reading Motivation,School Libraries,Librarians,Library Role,Childrens Literature,Awards,Elementary Schools,Library Materials,Library Services

This paper reports findings of a qualitative collective case study and single case study that explored student reading motivation. This research focused on school librarians' perceived value of one children's choice award--the Bluestem Award--and its effect on school librarians' promotions and student behavior in the school library. Data were collected from site visits, questionnaires, book availability, book circulation, and voting ballots. Findings suggested that school librarians' perceived value of the Bluestem was essential for their promotion of the award. This study concluded that the purchase of multiple copies of Bluestem Award books and promotions with the greatest personal interaction led to greater student reading motivation, as evidenced by student questionnaires, checkouts, and voting behavior.
Incidence of a Hypermedia Educational Material on the Teaching and Learning of Mathematics
Author: del Río, Laura Sombra
Date: 2019-01-00
Type: Journal Articles
Subjects: Incidence,Hypermedia,Instructional Materials,Mathematics Instruction,Mathematics Education,Foreign Countries,Information Technology,Technology Integration,Educational Technology,Multimedia Instruction,College Freshmen,College Mathematics

The use of hypermedia educational materials in education has gained relevance in recent years and is the object of numerous research activities. In the context of teaching and learning Mathematics, there are diverse works detailing their potential to improve both student learning and student attitude towards the subject. In this article, the results obtained through a case study carried out in a first-year course of Mathematics at a School of Engineering are shared, for which a hypermedia material was designed and then its impact in the classroom was analysed. To that end, a quanti-qualitative analysis framework was designed. An experience was carried out with two groups of students: one of these (n=101) used this material, and the other (n=111) served as control group. The students gave a positive overall assessment as regards to the experience carried out with the hypermedia material, but not to the extent expected. However, observations and the interviews carried out with the educators revealed that the hypermedia material positively contributed to several student learning aspects: it allowed using a mathematical software application as an exploratory tool and it promoted critical thinking among the students, who used the application to check their pen-and-paper work, using the semiotic representation conversions.
Perception of the Professional Competences of Last Year&apos;s Students of Pre-Primary Education and Primary Education Degrees and Students of Training Teachers Master
Author: Pérez Navío, Eufrasio
Date: 2019-01-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Teachers,Elementary School Teachers,Secondary School Teachers,Vocational Education,Language Teachers,Teacher Education Programs,Graduate Study,Teacher Competencies,Student Attitudes,Preservice Teachers,Communication Skills,Teaching Methods,Evaluation,Skill Development,Teaching Skills,Innovation,Research Skills,Professional Identity,Leadership Training,Cooperation,Entrepreneurship

This research aims to obtain knowledge of the perception of last year's students in Pre-primary and Primary Education Degrees and Secondary Education, Vocational Education and Languages Education in Teachers University Master (better known as Training Teachers Master or Secondary Education Master) at Jaen University (UJA) and the National Distance Education University (UNED), about the most important competences in their learning process. Those competences allow students to develop their knowledge and practice, in order to be capable of dealing with those real demands that surround them. In order to achieve this, we use a descriptive methodology. We apply an ad hoc, pre-designed questionnaire, (n=638). The results reveal a positive opinion in students in relation to competences and how those competences are developed within their classrooms or Study centers. In addition to that, students present some proposals to boost the improvement of competences. They invite teachers to innovate and to create new educative models that allow them to achieve an optimal development as future professionals.
Positioning for College Success: The Evaluation of the Princeton University Preparatory Program&apos;s Work with High-Achieving, Low-Income Students. Research Report. RR-18-03
Author: Millett, Catherine M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Access to Education,College Attendance,At Risk Students,High Achievement,Low Income Students,Program Effectiveness,Academic Achievement,Social Development,Emotional Development,College Preparation,Selective Admission,High School Students,High School Graduates,Minority Group Students,Student Financial Aid,Cultural Capital

In summer 2015, Princeton University contracted with Educational Testing Service (ETS) to conduct an evaluation of the Princeton University Preparatory Program (PUPP), the college access program developed by Princeton University faculty and staff. The mixed-method ETS evaluation of PUPP included the collection and analysis of qualitative and quantitative data on the program and its participants. Data revealed that the PUPP model is perceived by a majority of participants and stakeholders as a well-designed and comprehensive program with effective practices, in particular the highly personalized nature of its services--lasting more than 3 years--and its strong emphasis on personal relationships. PUPP activities and instruction are viewed as high quality and rigorous. PUPP participants and stakeholders describe the program as highly beneficial for participants' academic and social-emotional skills and cultural knowledge and for their access to and preparation for college. Outcomes analyses confirm that participants tend to demonstrate strong academic outcomes and succeed in college. Participants also report attending more selective colleges than they otherwise would have, largely due to the supports provided by PUPP.
Barriers to Student Learning and Participation in an Inclusive School as Perceived by Future Education Professionals
Author: Arnaiz Sánchez, Pilar
Date: 2019-01-00
Type: Journal Articles
Subjects: Barriers,Inclusion,Regular and Special Education Relationship,Graduate Students,Teacher Education Programs,Student Attitudes,Student Teaching,Teacher Competencies,Foreign Countries,Teacher Qualifications,Accessibility (for Disabled),Educational Resources,Student Needs,Gender Differences,Age Differences,Intellectual Disciplines

Inclusive education represents the way forward to achieving high quality education systems, which are fair and equitable. This paper analyzes the barriers to learning and the current participation of schools in the promotion of inclusion from the perspective of future teaching professionals, specifically, 86 students from three Masters Courses in the Faculty of Education of the University of Murcia. A questionnaire was utilized in order to ascertain their perceptions of the limitations and obstacles present within the school context, the attitudes, the availability of resources and the adequacy of the educational response offered by the educational centres in which they had carried out their teacher training placements, with the aim of improving the future training of other students. A non-experimental narrative method was used. The results show many barriers and obstacles in the educational centres such as a lack of teacher training, which is needed to respond to the needs of all the students, the consideration that the diversity of the students is a problem, physical barriers, underuse of existing resources, as well as an educational response lacking in organizational and didactic strategies which does not take responsibility for a just and inclusive curriculum for all students.
Real World Compromises: Policy and Practice Impacts of Kindergarten Entry Assessment-Related Validity and Reliability Challenges. Research Report. ETS RR-18-13
Author: Ackerman, Debra J.
Date: 2018-00-00
Type: Journal Articles
Subjects: Screening Tests,Kindergarten,Test Validity,Test Reliability,Student Characteristics,School Readiness,Student Evaluation,Alignment (Education),Test Items,English Language Learners,Test Bias,Test Construction,Psychometrics,Test Content,Feedback (Response),Teacher Attitudes,Testing,Time,Training,Testing Accommodations,Computer Assisted Testing,Information Dissemination,Policy

Kindergarten entry assessments (KEAs) have increasingly been incorporated into state education policies over the past 5 years, with much of this interest stemming from Race to the Top--Early Learning Challenge (RTT-ELC) awards, Enhanced Assessment Grants, and nationwide efforts to develop common K-12 state learning standards. Drawing on information included in RTT-ELC annual progress reports, published research, and a variety of other KEA-relevant documents, in this report, I share the results of case studies of 7 recently implemented state KEAs. The focus of this inquiry was the assessment- and teacher-related validity and reliability challenges that contributed to adjustments to the content of these measures, the policies regarding when they are to be administered, and the training and technical support provided to teachers who are tasked with the role of KEA assessor and data interpreter. Although these 7 KEAs differ, the results of the study suggest that they experienced common validity and reliability issues and subsequent policy and practice revisions. These findings also suggest the value of iterative research as a means for highlighting these issues and informing the policies and practices that can impact KEA validity and reliability.
The Process of Change from Chairs to Departments at Spanish Universities
Author: González Gómez, Sara
Date: 2019-01-00
Type: Journal Articles
Subjects: Department Heads,Foreign Countries,Administrative Organization,Universities,Educational Policy,College Faculty,Departments,Case Studies,Educational Change,Authoritarianism,College Administration,Teacher Attitudes,Models

The transformation of the model of university organization, with the passage of the traditional system of chairs to departmental, began in Spain in the mid-sixties. The educational policy of the regime, taking as reference foreign models such as the German or Anglo-Saxon, introduces via regulations, which are not real and operative, the bases of the new model through the Law of July 17, 1965 on the structure of university faculties and their teaching staff. This article analyses and discusses that initial process of gestation and insertion of the department as a new structure of the hierarchical-administrative organization of the institution, taking the University of Salamanca as an excellent illustration of this case study. For this, the historical method and unpublished printed sources are used -- minutes of the Council of Rectors, of Faculty Meetings, correspondence, etc. -- as well as legislative sources, which provide us with the basic normative frame of reference. All this allows us to review the main legal milestones and some of the most relevant events that take place prior and subsequent approval of the departmental system, issues that will reveal motivations, points of view and tensions generated among the body of professors before the loss of chairs turned into authentic bastions.