ethanporcaro/eric-fulltext-meta huggingface dataset:
Finding Rigor within a Large-Scale Expansion of Preschool to Test Impacts of a Professional Development Program
Author: Rojas, Natalia M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Preschool Education,Access to Education,Evidence Based Practice,School Districts,Mathematics Instruction,Educational Quality,Standards,Teacher Qualifications,Faculty Development,Preschool Teachers,Interdisciplinary Approach,Units of Study,Coaching (Performance),Teaching Methods,Comparative Analysis,Classroom Observation Techniques,Program Descriptions,Program Evaluation

Achieving high-quality preschool at scale is challenging; to do so likely entails a combination of program standards, teacher qualifications and compensation, on-site quality monitoring, and professional development (PD). This study aims to examine the impact of investments in PD within the context of an expansion of universal preschool in one of the nation's largest school districts. We leverage the opportunity provided by a &quot;natural experiment&quot; to estimate PD's effects that embeds an evidence-based math curriculum in interdisciplinary units of study with coaching support on teacher math practices. A total of 95 schools participated in this study (51 treatment and 44 comparison schools). Treatment sites implemented more teacher-led math activities for a longer period compared to control sites. The size and magnitude of the impacts of a curriculum and PD program implemented at scale were comparable to results from studies of small-scale efficacy trials.
Development of Language Awareness Scale Regarding Daily Life
Author: Erol, Mustafa
Date: 2020-00-00
Type: Journal Articles
Subjects: Metalinguistics,Daily Living Skills,Undergraduate Students,Factor Analysis,Social Media,Student Attitudes,Goodness of Fit,Measures (Individuals),Mass Media,Correlation,Item Analysis,Reliability,Foreign Countries

The aim of this study is to develop the language awareness scale regarding daily life. The study group consisted of 606 undergraduate students studying at a university in Istanbul. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were used in the study. EFA result indicates that the scale consists of 17 items and 4 factors and 67% of the total variance is explained. Factors were named as Individual Awareness, Social Media Awareness, Awareness Regarding Daily Life and Awareness in the Mass Media. As a result of the CFA, it was determined that the scale had 17 items and the fit indices of the structure were sufficient (X[superscript 2]/sd = 2.54, RMSEA = 069, SRMR = 0.07). Item-total correlations of the scale were found to range between 79 and 89. Cronbach Alpha internal consistency coefficient of the scale was found to be as 86. Based on these findings, it can be said that the scale can be used in a valid and reliable way to measure students' language awareness about daily life.
A Systematic Review of Research Articles on Measurement Invariance in Education and Psychology
Author: Alatli, Betul
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Research,Social Science Research,Psychology,Journal Articles,Periodicals,Citation Indexes,Error of Measurement,Trend Analysis,Content Analysis,Bibliometrics,Foreign Countries

This study aims to reveal the trends in the related field by examining the researches evaluating the measurement invariance in education and psychology between 2008-2019. Accordingly, 99 articles published in three journals that were selected using the purposive sampling method among the journals indexed on Social Sciences Citation Index (SSCI) were analyzed within the scope of the study. As a result of the content analysis, in the studies investigating the measurement invariance, typical response tests were observed to be the most frequently employed tests, sample sizes often included 1501 or greater number of subjects, and data were mostly collected from students. The measurement invariance of the tests was mostly analyzed in terms of the gender variable. According to the results of the bibliometric analysis, on the other hand, only Multi-Group Confirmatory Factor Analysis was mostly conducted on the Mplus software package. In the studies, the most cited article was &quot;Cheung and Rensvold (2002)&quot;, the author was &quot;Cheung, G. W.&quot;, and the journal was &quot;Structural Equation Modeling: A Multidisciplinary Journal&quot;. According to the results of the analysis, studies, references, and keywords including factor analysis were among the most commonly used group, which denotes that factor analysis has a crucial role in invariance measurement analyses.
Comparison of Classification Performances of Mathematics Achievement at PISA 2012 with the Artificial Neural Network, Decision Trees and Discriminant Analysis
Author: Toprak, Emre
Date: 2020-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Classification,Artificial Intelligence,Networks,Academic Achievement,Models,Discriminant Analysis,Decision Making,Sample Size,Correlation,Foreign Countries,Achievement Tests,International Assessment,Secondary School Students,Science Achievement,Mathematics Achievement

This study aims to compare the performances of the artificial neural network, decision trees and discriminant analysis methods to classify student achievement. The study uses multilayer perceptron model to form the artificial neural network model, chi-square automatic interaction detection (CHAID) algorithm to apply the decision trees method and linear discriminant analysis. The performance of each method has been investigated in different sample sizes when classifying into different numbered subgroups. The study has revealed that the artificial neural network has the best performance in large, medium and small sample sizes when classifying into six, three and two subgroups. In the very small sample size, which has homogeneous variance-covariance matrices, the discriminant analysis performs the best, while in the very small sample size, which does not have homogeneous variance-covariance matrices, it is the discriminant analysis which performs the best when classifying into six subgroups and the artificial neural network performs the best when classifying into two and three subgroups. Considering the performances of the methods with respect to sample size, it can be concluded that as the sample size gets smaller, the performance of the decision trees method gets worse, whereas the performance of the discriminant analysis method improves. No correlation of this kind has been found with regard to the artificial network method.
Comparison of Teacher Training Programs in Terms of Attitudes towards Teaching Profession and Teacher Self-Efficacy Perceptions: A Meta-Analysis
Author: Yelpaze, Ismail
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Education,Comparative Analysis,Student Attitudes,Teaching (Occupation),Self Efficacy,Meta Analysis,Preservice Teachers,Foreign Countries

The aim of this study is to conduct a meta-analysis of studies comparing teacher training programs in terms of attitude towards teaching profession and perception of teacher self-efficacy. For this purpose, the results of the study comparing the faculty of education (FE) and other teacher training programs/faculties were searched and recorded separately for both subjects. A total of 36 studies were recorded in accordance with the criteria, and 27 of these studies were used for the attitude towards teaching profession and 24 for the teacher self-efficacy perceptions. According to the results of the meta-analysis conducted according to the random effect model, teacher candidates in FE have more negative attitude and lower self-efficiency than ones in other teacher training faculties/programs. The difference in both subjects was found to be weak but not statistically significant. The effect size of most common comparison, FE-Pedagogical Formation Certificate Program comparisons in the literature is similar to the general effect. It is concluded that faculties of education whose main purpose is to train teachers do not increase these features of their students sufficiently.
Construction and Standardization of Examination Anxiety Scale for Adolescent Students
Author: Abbasi, Nargis
Date: 2020-00-00
Type: Journal Articles
Subjects: Test Construction,Test Anxiety,Adolescents,Secondary School Students,Symptoms (Individual Disorders),Emotional Response,Physiology,Student Reaction,Cognitive Processes,Foreign Countries,Likert Scales,Measures (Individuals)

This research paper describes the method of construction and standardization of a tool to measure examination anxiety of adolescent students. 2030 students belonging to the age group of 13-15 years from 19 schools under West Bengal Board of Secondary Education, participated in this research. The first draft of examination anxiety scale consisted 40 items. After reviewing the items and item analysis, the number of items were reduced to 38. EFA [exploratory factor analysis] was carried out on obtained data. EFA revealed that total 21 items having factor loading greater than 0.40, are selected. They distributed under four factors such as, Bodily symptoms, Cognitive, Emotional reaction and behavioural reaction. CFA [confirmatory factor analysis] was executed on another sample group, consisted of 402 number of adolescent students of age group13-15. CFA results also supported the results of EFA. All the goodness of fit indices showed that the model is a good fit model. For concurrent validity, Examination Anxiety Scale made by researcher and Test Anxiety Inventory by Spielberger were administered on the same occasion on 110 school students of the age group 13-15. Coefficient of correlation of two scales was estimated. The validity of Examination anxiety Scale is 0.71. The reliability coefficient of the examination anxiety scale using test-retest, split half and Cronbach's alpha methods were 0.801, 0.767, 0.764 respectively. Norms show that 16 percent of the students belong to the high examination anxiety group, 66 percent of the students in average examination anxiety group and 18 percent in low examination anxiety group.
Design and Development of a Web Based Dynamic Assessment System to Increase Students&apos; Learning Effectiveness
Author: Tuluk, Arif
Date: 2020-00-00
Type: Journal Articles
Subjects: Computer Assisted Testing,Test Construction,Secondary School Students,Foreign Countries,Mathematics Instruction,Web Based Instruction,Mathematics Tests,Formative Evaluation

As Bloom (1984) stated that the way to increase students' achievements with one-to-one tutorial support can be the subject of instructional technologies today. In this context, the aim of the study was to design, develop and improve a web-based dynamic assessment system aimed at contributing to mathematics learning of secondary school students. For this purpose, a teaching environment has been designed in which 5th grade students can test themselves independently of time and place through internet technologies to learn mathematics lesson topics. A web-based environment combining the principles of dynamic assessment and gamification has been developed with the dynamic assessment algorithm developed within the scope of the research. The research is structured in accordance with the &quot;Type 1&quot; study features, one of the developmental research types. During the development of the prototype, pilot implementation was carried out with 47 5th grade students. In addition, focus group discussions were held with 12 students using the system. According to the findings obtained, it was concluded that the secondary school students' success scores constantly increase in each achievement, the instructional guidance they receive in each test decreases continuously and they can perform the next assessment tasks without help. The students stated that they were directed to the correct solution by the system while solving the questions they did not know, the instructional guidances for the solution were very helpful, the visual elements (monkey, robot and banana) were interesting, fun and beautiful and they wanted to use this system in other lessons.
Development of a Computerized Adaptive Version of the Turkish Driving Licence Exam
Author: Cikrikci, Nukhet
Date: 2020-00-00
Type: Journal Articles
Subjects: Motor Vehicles,Traffic Safety,Computer Assisted Testing,Item Response Theory,Item Analysis,Simulation,Test Format,Error of Measurement,Certification,Foreign Countries,Accuracy,Decision Making,Comparative Analysis

This study tested the applicability of the theoretical Examination for Candidates of Driving License (ECODL) in Turkey as a computerized adaptive test (CAT). Firstly, various simulation conditions were tested for the live CAT through an item response theory-based calibrated item bank. The application of the simulated CAT was based on data from e-exams administered by the Ministry of National Education (MoNE). Results of the first stage of the study were used to determine the rules for starting, continuing, and terminating the live CAT exam for ECODL. Secondly, the live CAT exam was applied according to the results of the simulation. Candidate drivers (n = 280) who had taken the ECODL as an e-test participated in the second stage. Thirdly, the opinions of the individuals who took the computer-based test towards the computer-based testing application were mapped. In the termination rule of the CAT-based ECODL, testing with a fixed number of questions yielded the smallest estimated measurement error. We also found that when ECODL was implemented as CAT, it could reliably differentiate among testers in terms of competence of theoretical knowledge of driving and provide basis for accurate decisions regarding their proficiency. According to the findings obtained on the candidates' opinions on the computer-based testing application, it was seen that they considered computer-based application more practical an easier in terms of testing.
An Examination of Turkish Students&apos; PISA 2015 Collaborative Problem-Solving Competencies
Author: Yavuz, Emine
Date: 2020-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Teamwork,Problem Solving,21st Century Skills,Skill Development,Competence,Adolescents,Difficulty Level,Mastery Tests,Diagnostic Tests,Cognitive Measurement,Models,Foreign Countries,Achievement Tests,International Assessment,Secondary School Students

Technological advancements initially made it possible for individuals with different cultures from different parts of the world to consider working together, and eventually collaboration turned into a necessity. Based on this necessity, OECD measured collaborative problem-solving (CPS) competencies of 15-year-old students from the countries participating in PISA assessment in 2015. The objective of this study is to examine the data on Turkey from PISA 2015 CPS survey through Deterministic-Input, Noisy-Or-Gate (DINO) cognitive diagnostic model and to determine the students' levels of CPS competencies as well as difficulty levels of these competencies. In this context, primarily, attributes of CPS competency domain were examined and the model with the most appropriate number of attributes, classification accuracy and consistency was determined for the analysis of PISA 2015 CPS data. The sample of this descriptive study consists of 435 students. As a result of the analysis, the Q-matrix of the model data fit was observed to have the best goodness-of-fit when it had three attributes whereas model fit and classification consistency decreased as the number of attributes increased. Furthermore, the easiest competency for Turkish students was determined to be 'taking appropriate action to solve the problem' while the most difficult was 'establishing and maintaining shared understanding'. Finally, latent class distribution exposed that 56% of the students did not have any of the competencies, and 35% had all. Results of this examination indicate that all CPS competencies of Turkish students need improvement.
A Study of Reliability and Validity for Citizenship Knowledge and Skill Scale
Author: Icen, Mustafa
Date: 2020-00-00
Type: Journal Articles
Subjects: Test Reliability,Test Validity,Citizenship,Knowledge Level,Citizenship Education,High School Students,Teacher Attitudes,Factor Analysis,Foreign Countries

The study aims to develop a current scale that has a higher validity and reliability and reveals high school students' perceptions of measuring their citizenship knowledge and skills. The study was conducted with two different groups. The first group is the group where data is collected to conduct Exploratory Factor Analysis (EFA) and it consists of 258 students. The second group is the group where the data is collected to carry out Confirmatory Factor Analysis (CFA) and it consists of 180 students. A total of 438 students participated in the study providing different students were in both groups. As a result of the analyzes, it was determined that the Citizenship Knowledge and Skill Scale, which includes a total of 24 items, consists of a 5-factor structure. These factors are termed as &quot;Participation in Social Life&quot;, &quot;Right to Education&quot;, &quot;Individual Duties&quot;, &quot;Duties of the State&quot; and &quot;Common Rights&quot;. The total variance explained by the scale is 61.79%. Additionally, there is a significant relationship between these 5 factors and there is no autocorrelation problem. Item-factor and item-test correlation coefficients were calculated for all items of the scale and it was determined that each item was consistent not only with the factor it contained but also with the whole test. Cronbach Alpha reliability of the general of Citizenship Knowledge and Skill Scale is 0.91 and Omega reliability is 0.92. It can be said that the reliability and validity of the scale are applicable and high.
Development of Teachers&apos; Empowerment Scale: A Validity and Reliability Study
Author: Hidiroglu, Yeliz Ozkan
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Empowerment,Test Construction,Test Validity,Test Reliability,Teacher Attitudes,Factor Analysis,Foreign Countries

In this research, it is aimed to develop a measurement tool to determine teachers' perceptions about empowerment in a valid and reliable way. The research data were collected from two different teacher groups of 700 people (405 + 295 teachers) who worked in the fall semester of the 2019-2020 academic year. For the content and appearance validity of the scale, seven experts were consulted in the study. Exploratory (EFA) and Confirmatory (CFA) factor analyzes were performed for the construct validity of the scale. As a result of the EFA, a structure with 37 items and 4 factors explaining 69.53% of the total variance was revealed. These factors have been named as &quot;trust&quot;, &quot;status&quot;, &quot;professional development&quot; and &quot;cooperation&quot;. Findings from CFA showed that the 37-item and four-factor structure related to teacher empowerment scale had adequate fit indices. The reliability of the measurements obtained from the teacher empowerment scale and dimensions were examined by Cronbach alpha and omega reliability method and it was determined that the calculated reliability coefficients were within the acceptable limits. Item-total correlations were examined to determine item discrimination. Findings from the item analysis showed that all of the items in the scale are distinctive. Based on these findings, it can be said that the Teacher Empowerment Scale is a measurement tool that produces valid and reliable measurements and can be used to determine teachers' perceptions about empowerment.
The Effect of Drama Course on Prospective Primary and Preschool Teachers&apos; Communication Skills
Author: Yüksel, Asli
Date: 2020-00-00
Type: Journal Articles
Subjects: Art Education,Communication Skills,Preservice Teachers,Preschool Teachers,Elementary School Teachers,Instructional Effectiveness,Gender Differences,Pretests Posttests,Foreign Countries,Drama

This research aims to determine the effect of the drama course on the communication skills of prospective primary and preschool teachers. In the research, a one group pretest-posttest model was used before the pilot-test. The research population of the study was 140 third-grade prospective teachers who studied at Afyon Kocatepe University Faculty of Education Primary and Preschool Education program and took drama lessons. Since the entire population was available for research, sampling was intentionally omitted. &quot;Communication Skills Scale&quot; developed by Korkut, Owen and Bugay (2014) was used as the data collection tool in the research. In the data analysis, Wilcoxon Signed Rank Test was used in the comparison of the difference between two pairs in dependent groups. In the comparison of binary groups, Mann Whitney U Test was applied. It was concluded that there was a significant difference in favour of the posttest among the pretest and posttest scores obtained from the &quot;Communication Skills Scale&quot; and its sub-dimensions of the prospective Primary and Pre-school teachers who took the drama course in the research and favour of the female prospective teachers among the pretest and total scores. It is also concluded that there is no significant difference between pretest and posttest score differences between Primary and Preschool prospective teachers.
Study of the Validity and Reliability of Nanotechnology Awareness Scale in Turkish Culture
Author: Ipek, Zeki
Date: 2020-00-00
Type: Journal Articles
Subjects: Test Validity,Test Reliability,Culture Fair Tests,Measures (Individuals),Translation,Turkish,Technology,Molecular Structure,Chemistry,Biology,Physics,Science Teachers,Secondary School Teachers,Scientific Literacy,Technological Literacy,Knowledge Level,Foreign Countries

The aim of this study was to determine the validity and reliability of the Nanotechnology Awareness Scale (NAI) in Turkish culture. The study group consists of 624 biology, physics and chemistry teachers working in secondary schools in Antalya, Denizli, Burdur and Ankara. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were conducted in order to determine its structural validity. Cronbach-alpha and stratified-alpha coefficient values were calculated for the reliability of the sub-dimensions and the whole of the scale, respectively. In EFA, Kaiser-Meyer-Olkin (KMO) value was found to be 0.92 and the Bartlett Test result (912 91 = 6519.27, p &lt;0.00) was found significant. In addition, in original scale, a two-factor structure was found. This two factors solution explains 59.192% of the total variance. In CFA, factor structure of the scale was tested for two-factor solution as it was designed. According to the findings, it was found that the scale, containing 14 items with two sub-dimensions, had sufficient goodness of fit indices such as X[superscript 2]/sd =1.344, RMSEA = 0.07, GFI = 0.97, CFI = 0.97, NFI = 0.90 and AGFI = 0.83. These goodness of fit indices shows that we have good model-data fit. The Stratified-alpha coefficient was found as 0.942 for the whole scale. Cronbach alpha coefficient was found as 0.935 and 0.805 for the awareness sub-dimension and exposure sub-dimension, respectively. As a result of the research, it was concluded that the Turkish version of the scale can be used as a valid and reliable measurement tool.