ethanporcaro/eric-fulltext-meta huggingface dataset:
Dissecting Assessment: A Paradigm Shift towards Technology-Enhanced Assessments
Author: Said, Mohamed Mohamed Tolba
Date: 2019-00-00
Type: Journal Articles
Subjects: Intelligent Tutoring Systems,Student Evaluation,Situated Learning,College Students,Feedback (Response),Physics,Science Instruction,College Science,Formative Evaluation,Expectation,Technology Integration

This study proposes a framework for making a paradigm shift from traditional (teacher-centred) to technology-enhanced (student-centred) assessment, using an example of an intelligent tutor. Informed by Situated Learning Theory that addresses students' needs and concerns in timely learning experiences, the proposed 'dissecting assessment' framework has two primary variables: &quot;Students' Expectations and Assessment Deliverable&quot; with positive and negative secondary variables such as &quot;inbuilt fear to handle failures and exposures and comparison phobia.&quot; Employing a case study approach, a purposeful sample of 14 U.S. College students were supported by an intelligent tutoring system in monitoring their learning with prompt corrective feedback in their physics course. This formative assessment prepares students for succeeding on their summative assessments, which is the final outcome of learning with feedback. The analysis of the proposed dissecting assessment framework led to the conclusion that concentrating efforts on the positives in the framework, such as &quot;unbiased evaluation, would eventually reduce the negatives, such as comparison phobia.&quot;
Investigating Students&apos; and Staff Members&apos; Attitudes toward the Efficiency of the Language Skills Modules Offered during the Foundation Year
Author: Dashti, Abdulmohsen A.
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Language Teachers,Preservice Teachers,Language Skills,Teacher Education Programs,Learning Modules,Student Attitudes,Majors (Students),College Faculty,Foreign Countries,Communication Skills,Oral Language,Reading Skills,Writing Skills,Age Differences,Correlation,Gender Differences,Teaching Experience

In the scope of teaching English as a foreign language, and more specifically teaching speaking, reading, and writing, this study investigated the attitudes English language teachers-to-be have towards the three language skills modules, namely, Conversation, Reading, and Basic writing, offered by the College of Basic Education (hereafter CBE) in Kuwait. It also investigated the concerns of staff members at the English department in CBE with regards to the matter. The study utilized two questionnaires, one distributed to the students' population, i.e., English major students (the sample received was (N 385), and the other one distributed to all staff members in the English department in CBE (N 27). In addition, 20 students were randomly selected and interviewed to verify the questionnaires' results. The data, then, were analysed both quantitatively and qualitatively. Percentages, means and standard deviations were calculated together with t test and ANOVA. Results showed that even though most students and staff members showed positive attitudes towards most of the questionnaires' items, others were concerned about a few items.
Managing Cognitive Complexity of Academic Writing Tasks in High Stakes Exams via Mentor Text Modeling: A Case of Iranian EFL Learners
Author: Ghorbanchian, Elahe
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Mentors,High Stakes Tests,Adult Students,English for Academic Purposes,Difficulty Level,Teaching Methods,Advanced Courses,Writing Instruction,Writing Evaluation,Writing Tests,Accuracy,Language Fluency,Comparative Analysis,Process Approach (Writing),Instructional Effectiveness,College Graduates

Cognitive complexity is traditionally used for describing human cognition along a simplicity-complexity axis in tests like TOFEL IBT and GRE where text creation and rhetorical organization are quintessentially important. Accordingly, this study sought to investigate the impact of mentor text modelling on cognitive complexity of academic writing tasks in terms of students' responses to the test inputs. For this purpose, from the population of applicants applying for various high stake exams at Jihahde Daneshgahi, Isfahan University, three intact classes were selected based on a convenient sampling method. The students, both male and female, were graduates from various majors in applied sciences whose age range was between 24 and 29 and they had all passed the preparatory classes required for attending academic writing courses. Each targeted class with twenty-five applicants was concurrently programmed for three writing tasks with various cognitive complexity levels: Independent, integrated, and analytical. The classes, a total of 75 EFL learners, were randomly assigned to three equal groups labeled as product based (PBG), process based (PRBG), and mentor text modeling (MTMG) respectively. Employing a posttest only quasi-experimental design, learners in the three groups received their instruction on advanced writing during a sixteen session course. The learners in each group were taught based on the selected writing approaches. At the end of the treatment, the learners' writing performance was assessed on test tasks within the pre-specified time and word limits by utilizing a relevant posttest. Data analysis reflected that mentor text modeling enjoyed a potentially higher pedagogical efficacy since the learners in the MTM experimental sample performed better in terms of both accuracy and fluency compared with the groups receiving their writing instruction through either product or process based approaches. Notably, the findings revealed that mentor text modeling is a functionally dependable resource for managing writing tasks cognitive complexity and neutralizing the trade-off effect between accuracy and fluency by offering insightful pedagogical hints to EFL teachers, test takers, and writing material developers who have always had a hard time calibrating writing accuracy and fluency in high stake exams.
The Effects of 12 Weeks Pilates Exercises on Functional and Cognitive Performance in Elderly People
Author: Kayaoglu, Buket
Date: 2019-03-00
Type: Journal Articles
Subjects: Older Adults,Program Length,Program Effectiveness,Muscular Strength,Cognitive Ability,Exercise Physiology,Physical Activities,Foreign Countries,Psychomotor Skills,Human Posture,Human Body

The aim of the study was to investigate the effects of 12 weeks Pilates exercises on functional and cognitive performance in elderly people which are living in an elderly care center. Forty three elderly were randomly allocated either to Pilates group (PG, n= 21; mean age, 72.8 ± 7.84 years), which performed three session of Pilates per week for 12 weeks, or to control group (CG, n= 22; mean age, 77.7 ± 7.25 years), which no performed any exercise is except from daily works. Participants tested to handgrip strength, Berg balance scale, Functional reach test and Mini Mental State Examination Test before and after the 12 weeks of exercise. Finally, PG demonstrated improvement in all variables. However, CG has no improvement any variables. Pilates exercises led to significant improvement in functional and cognitive performance. Therefore, elderly people can apply a well-structured Pilates exercise program under Pilates instructor and physiotherapist.
The Effect of Communication and Immigration Activities in 7th Grade Social Studies Course on the Empathy Skills of Students
Author: Bulut, Birol
Date: 2019-05-00
Type: Journal Articles
Subjects: Communication Skills,Immigration,Grade 7,Social Studies,Empathy,Student Attitudes,Control Groups,Experimental Groups,Foreign Countries,Secondary School Students,Adolescents,Psychological Patterns,Pretests Posttests,Activities

The feeling of empathy is as old as the humankind. Empathy is an attempt to perceive the emotions and to understand the thoughts of other individuals and discern their point of view. Due to such aspects, empathy presents &quot;a focus on other individuals.&quot; In general terms, empathy was defined as &quot;adopting a sensitive attitude towards correctly understanding the emotions and thoughts of another individual, encountering any event, through placing oneself in the place of that individual during the process of communication.&quot; The present study was intended to determine the effects of the communication and immigration subjects in the 7th grade social studies course on the empathy skills of students through employing the didactic approach, which is one of the techniques for empathy development. Concurrent nested (embedded) design, a mixed research method, was employed in the present study. Mixed-method research is defined as the approach through which the researcher draws conclusions by using the advantage of integrating qualitative and quantitative methods, approaches and concepts in a study or consecutive studies with the aim to understand diverse research models. The quantitative data in the present study were obtained via the &quot;Index of Empathy for Children and Adolescents,&quot; whereas the qualitative data were collected through interview forms. Almost all students emphasized the significance of empathy and understanding the feelings of the migrants for understanding the causes and consequences of immigration throughout the activities related to immigration.
A Relative Effectiveness Assessment of an Immediate Feedback Assessment Technique Employed on Computers and Scratch Cards: A Meta-Analysis
Author: Chang, Frederic Tao-Yi
Date: 2019-00-00
Type: Journal Articles
Subjects: Multiple Choice Tests,Computer Assisted Testing,Feedback (Response),Answer Sheets,Effect Size,Instructional Effectiveness,Language Arts,Social Sciences,Mathematics,Sciences,Educational Research,Meta Analysis

IF-AT (also called answer until correct) is a revised form of traditional multiple-choice testing. It was created to provide instant feedback during testing and to tap into partial knowledge of learners. The purposes of this meta-analytic study were to compare the effectiveness of IF-AT with the traditional multiple-choice test; to assess effectiveness of the computer-based IF-AT with the scratch card based IF-AT; and to identify modifies of IFAT effects. A total of 35 IFAT studies were examined. Data were analyzed using traditional meta-analysis and FAT-PET-PEESE-MRA. The results indicated: 1) The overall effect size of IF-AT over the traditional multiple choice was 0.581(fixed) and 0.618(random). By FAT-PET-PEESE MRA, the net overall effect size of IF-AT was 0.522, which was close to a previous meta-analysis result (Bangert-Drowns et.al., 1991) based on 4 answer-until-correct studies; 2) In terms of IF-AT forms, effectiveness of IFAT interacted with testing materials. Scratch card-based IF-AT was significantly more effective than computer-based IF-AT in language arts and social sciences (LS); while they worked equally well in mathematics and science (MS); and 3) Test materials was identified as a significant moderator to explain a large part of heterogeneity between IF-AT studies. In terms of test materials, students taking IF-AT tests always performed better in LS than MS regardless whether it was scratch cardbased IF-AT or computer-based IFAT. The evidence suggests that IF-AT is very effective in enhancing students' learning within LS by memory retention, and it is less effective in MS of which requires more conceptual understanding than memory retention.
Judgments and Prejudices of Students against Their Failure in the Social Studies Class
Author: Çatak, Muzaffer
Date: 2019-06-00
Type: Journal Articles
Subjects: Grade 5,Grade 6,Grade 7,Social Studies,Bias,Academic Failure,Student Attitudes,Foreign Countries

It is necessary to determine the ways of success in order to achieve success. It can be said that it is essential to be aware of the factors that may cause failure to achieve success. Some students have certain prejudices against their classes. This study aims to reveal the prejudice and negative judgments which are thought to affect the failures of students in the social studies class and to establish a solution by determining the prescribed prejudices and judgments that affect students' failures in the relevant class. In addition, as a result of this research, the students who regarded their failure in the social studies class as fundamentally teacher-based indicated it with 138 frequencies in 9 different coding, as self-based with 229 frequencies in 14 different coding and as program-based with 94 frequencies in 4 different coding. It has been seen that the students prioritized themselves more in comparison to the teacher-based and program-based considering the coding varieties and frequency numbers. It can be stated that the students regarded the program as the source of their failure the least.
Strategic Leadership Factors of School Administrators Influencing the Effectiveness of Small-Sized Schools
Author: Singphen, Torsak
Date: 2019-04-00
Type: Journal Articles
Subjects: Administrators,School Administration,School Effectiveness,Small Schools,Strategic Planning,Elementary Schools,Leadership Effectiveness,Foreign Countries,Enrollment,Influences,21st Century Skills,Equal Education

This research is aimed to study the direct, indirect and total influence of strategic leadership factors of school administrators influencing the effectiveness of small-sized schools. The samples were 1,396 administrators of small-sized schools under the primary educational service area office, the Basic Education Commission in the academic year 2017. The population was 15,999 small-sized school administrators who are administrating in small-sized schools under the primary educational service area office of the Basic Education Commission of Thailand. The research was conducted in the same academic year. It was found that Setting Organizational Direction (SETTD) had direct influence, an indirect influence, and a total influence on the effectiveness of most small-sized schools. In addition, strategy formulation (STRAT) had an indirect influence higher than the strategy implementation with the influence value of 0.044. The strategic control and evaluation (EVALU) had a direct influence and a total influence on the effectiveness of small-sized school with the influence value of 0.046. The model for developing the strategic leadership of school administrators of small-sized schools was obtained.
The Effects of Sport Education and Fine Arts Education on Social Appearance Anxiety
Author: Ermis, Egemen
Date: 2019-06-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Art Education,Anxiety,Comparative Analysis,Fine Arts,Physical Characteristics,Physical Activities,Music Education,Gender Differences,Measures (Individuals)

The purpose of this study is to compare the social appearance anxiety levels of university students studying in different fields. Social appearance anxiety scales which were filled in by 481 students were assessed in the study. T-test and one way ANOVA were used for statistical analysis, while LSD tests were used to find out differences. Social appearance anxiety scale scores were found to be higher in male students when compared with female students. No statistically significant difference was found between social appearance anxiety scale scores in terms of genders (p&gt;0.05). In terms of field of education, social appearance anxiety scale scores of students receiving sport education were found to be lower than the scores of students receiving art and music education and the highest social appearance anxiety scale scores were found in students in the department of educational sciences. Statistically significant difference was found between social appearance anxiety scale scores in terms of field of education (p&lt;0.001). As a conclusion, it was found that sport education caused a higher decrease in social appearance anxiety when compared with fine arts education, while fine arts education caused a decrease in social appearance anxiety when compared with students who received neither sport nor fine arts education. In terms of social appearance contribution, it is thought that art and music education have similar effects to those of sport. Giving sport education to students who are not receiving sport education or making them do sport and giving those interested in sport a chance to be interested in art can be a factor in decreasing social appearance anxiety.
Describing Research Development: A First Step
Author: Preuss, Michael
Date: 2018-00-00
Type: Journal Articles
Subjects: Research,Professional Personnel,Occupational Information,Development,Employment Qualifications,Responsibility

Research development is increasingly recognized as a distinct field of employment. Practitioners currently self-identify as research development professionals based on their responsibilities or move into roles that have already been defined as being part of this field. The only professional organization in the United States for persons whose responsibilities have been defined as being in the field, the National Organization of Research Development Professionals (NORDP), just celebrated its tenth anniversary. As research development is a reasonably new realm of professional activity, the full extent of practitioner purposes and practices has yet to be delineated. To address the need for empirically-based understandings, an investigation of what research developers do was undertaken using the only known corpus that directly describes research development, the job descriptions in research development position announcements. Content analysis of this material was completed as the initial step in a multistage investigation that will address type, scope, and scale questions to facilitate a more formalized understanding of research development. The intention is to produce evidence-based understandings to &quot;help us better understand what kinds of individuals, with what kinds of training, skills, and abilities, are best suited for various roles within research development, as well as what their professional trajectories are&quot; (Stone, 2015, para. 5). This will facilitate differentiation from other areas of professional practice, like research administration, and &quot;might improve our capacity to recruit, retain, and provide succession planning and longer-term career paths…in research development&quot; (Stone, 2015, para. 5).
Analysis of Intonation Patterns of Selected Nigerian Bilingual Educated Speakers of English
Author: Asadu, Emmanuela U.
Date: 2019-00-00
Type: Journal Articles
Subjects: Intonation,English (Second Language),Second Language Learning,Second Language Instruction,Language Proficiency,Pronunciation,Foreign Countries,Speech Communication,Educational Background,Audio Equipment,Suprasegmentals,Accuracy,Phonology,Bilingualism,African Languages,Participant Characteristics

The intelligibility of everyday speech is built on the mastery and the use of appropriate intonation patterns. This makes intonation the music of everyday speech of which its appropriate use has been the final hurdle that the majority of the speakers of English as a Second Language have not crossed. This paper investigated the intonation patterns of the randomly selected 45 bilingual educated speakers of English, from diverse educational backgrounds representing the three senatorial zones in Ebonyi State. A paragraph from Roach (2010) was given to the participants to read. It was recorded and converted to WAVE audio with the use of audio converter. The utterances of interest to the research were extracted with the use of Sony Sound Forge and segmented on a text grid window on Praat. Pierrehumbert's Auto-segmental Metrical approach to intonation served as the theoretical framework and the transcription was done using ToBI. The study revealed a low level of proficiency in the use and assignment of accurate patterns of intonation in the speeches of the participants. Aside the widely known and commonly used intonation patterns of fall, rise, rise-fall and fall-rise, it was observed that there was the presence of the use of low pitch accent, low boundary tone in the speeches of the participants. Significant inclination towards the use of the falling tone was observed. However, bilingual make-up or educational qualification does not determine appropriate use of intonation patterns. In a bid to, therefore, account for effective communication among educated bilingual speakers of English, more time should be given to the development of this skill using meaningful utterances in context rather than the use of words or sentences in isolation.
Using Constructive Alignment to Foster Teaching Learning Processes
Author: Jaiswal, Preeti
Date: 2019-00-00
Type: Journal Articles
Subjects: Alignment (Education),Outcomes of Education,Taxonomy,Educational Environment,Relevance (Education),Learning Activities,Learning Processes,Two Year College Students,English for Special Purposes,Second Language Instruction,Foreign Countries,Student Centered Learning,Constructivism (Learning),Thinking Skills

This paper delineates the process of constructively aligning course intended learning outcomes, teaching learning activities, and assessment tasks to boost students' accomplishments of intended learning outcomes. It, also highlights, how the usage of two teaching tools, well-regarded by educators, emerged propitious in analyzing students' progression in learning and in augmenting their academic skills. Biggs' model of constructive alignment, Biggs' SOLO taxonomy and Bloom's taxonomy of educational objectives were used for this purpose. Four factors emerged pivotal for efficacy and effectiveness of the process--creating positive learning environments, linking academic content to real life situations, selecting appropriate teaching learning activities and developing learning outcomes that are measurable and attainable, to facilitate the teaching and learning processes.
A Study on WeChat-Based Collaborative Learning in College English Writing
Author: Yan, Liping
Date: 2019-00-00
Type: Journal Articles
Subjects: College Students,English (Second Language),Second Language Learning,Second Language Instruction,Cooperative Learning,Computer Software,Pretests Posttests,Information Technology,Telecommunications,Handheld Devices,Social Networks,Teaching Methods,Writing (Composition),Asynchronous Communication,Video Technology,Photography,Writing Instruction,Writing Improvement,Teacher Student Relationship,Peer Relationship,Foreign Countries,Computer Mediated Communication

With the rapid development of mobile information technology and social media networks, it is feasible for college English teachers to get access to social networks such as QQ, Email and MSN as a way of practicing English writing beyond classroom. Similarly, it is also possible for teachers to utilize WeChat Platform where online communities for students and teachers can be established to combine collaborative and mobile learning together as a complementary way of classroom writing teaching. WeChat Platform, as the most popular software in China, owns the advantages of transmitting instant message, videos and pictures, which supplies students more chances to collaborate and interact with each other/one another at different stages of writing tasks. This research explores the application collaborative learning of college English writing on WeChat Platform. Based on the one-semester research as well as the questionnaire of the pre-test and post-test, it is revealed that, although there are still a few challenges for students and teachers to face, this mode of college English writing contributes to cultivating the students' team spirit, enhancing their initiative, improving their writing efficiency and developing their critical thinking by engaging in student-student and student-teacher collaboration and interaction, information sharing, communicating and socializing with classmates.