ethanporcaro/eric-fulltext-meta huggingface dataset:
Teacher Practice: A Spotlight on the Use of Feedback and Conferencing in the First Year of Schooling
Author: Nicholas, Maria
Date: 2014-09-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary Education,Feedback (Response),Phonemic Awareness,Elementary School Students,Teacher Student Relationship,Meetings,Literacy,Student Evaluation,Reading Ability

With the prevalence of statements that refer to a need to &quot;bridge&quot;, &quot;narrow&quot; or &quot;close&quot; gaps in achievement it would appear that Government bodies have an appreciation for the fact that students need not be victims of circumstance. In addition to this, research has suggested that certain skills, such as the acquisition of phonemic awareness, need to be acquired in the early years to ensure that children do not fall behind their peers. Use of feedback is one way in which teachers have attempted to positively influence student outcomes. There are authors, however, who have suggested that not all forms of feedback are necessarily effective. In light of these perspectives, this study sought to investigate whether the incorporation of student/teacher conferences into a pre-existing program could be seen to support the development of phonemic awareness skills of students in their first year of schooling.
School and University Partnerships: The Role of Teacher Education Institutions and Primary Schools in the Development of Preservice Teachers' Science Teaching Efficacy
Author: Petersen, Jacinta E.
Date: 2014-09-00
Type: Journal Articles
Subjects: Foreign Countries,Science Instruction,Science Curriculum,Curriculum Development,Elementary School Science,Postsecondary Education,Science Teachers,Teacher Educators,Teacher Education,Mentors,Self Efficacy,Correlation,College School Cooperation,Literature Reviews

Science in the Australian primary school context is in a state of renewal with the recent implementation of the Australian Curriculum: Science. Despite this curriculum renewal, the results of primary students in science have remained static. Science in Australia has been identified as one of the least taught subjects in the primary school curriculum, and therefore, the role of the teacher is paramount. Research has explored the significant impact that tertiary education and practical experience, including the role of the science teacher educator and mentor teacher, can have on preservice teachers, in relation to either increasing or calibrating science teaching efficacy beliefs. Such research is significant due to the correlation between teaching self-efficacy and performance. Following a commentary on literature in this field, this article will present recommendations for the development of science partnerships between tertiary institutions and primary schools in Australia.
Multiple-Group Confirmatory Factor Analysis in R--A Tutorial in Measurement Invariance with Continuous and Ordinal Indicators
Author: Hirschfeld, Gerrit
Date: 2014-07-00
Type: Journal Articles
Subjects: Factor Analysis,Measurement,Computer Software,Open Source Technology,Statistical Data

Multiple-group confirmatory factor analysis (MG-CFA) is among the most productive extensions of structural equation modeling. Many researchers conducting cross-cultural or longitudinal studies are interested in testing for measurement and structural invariance. The aim of the present paper is to provide a tutorial in MG-CFA using the freely available R-packages lavaan, semTools, and semPlot. The combination of these packages enable a highly efficient analysis of the measurement models both for normally distributed as well as ordinal data. Data from two freely available datasets--the first with continuous the second with ordered indicators--will be used to provide a walk-through the individual steps.
Revising an Engineering Design Rubric: A Case Study Illustrating Principles and Practices to Ensure Technical Quality of Rubrics
Author: Goldberg, Gail Lynn
Date: 2014-08-00
Type: Journal Articles
Subjects: Scoring Rubrics,Engineering,Case Studies,Design,Pilot Projects,Content Validity,Evaluation Problems

This article provides a detailed account of a rubric revision process to address seven common problems to which rubrics are prone: lack of consistency and parallelism; the presence of &quot;orphan&quot; and &quot;widow&quot; words and phrases; redundancy in descriptors; inconsistency in the focus of qualifiers; limited routes to partial credit; unevenness in incremental levels of performance; and inconsistencies across suites or sets of related rubrics. The author uses examples from both the draft stage precursor and the first revised (pilot) version of the Engineering Design Process Portfolio Scoring Rubric (EDPPSR), to illustrate the application of broadly relevant guidelines that can inform the creation of a new--or revision of an existing--rubric to achieve technical quality while preserving content integrity.
Estimating Unbiased Treatment Effects in Education Using a Regression Discontinuity Design
Author: Smith, William C.
Date: 2014-08-00
Type: Journal Articles
Subjects: Computation,Regression (Statistics),Statistical Bias,Quasiexperimental Design,Educational Research

The ability of regression discontinuity (RD) designs to provide an unbiased treatment effect while overcoming the ethical concerns plagued by Random Control Trials (RCTs) make it a valuable and useful approach in education evaluation. RD is the only explicitly recognized quasi-experimental approach identified by the Institute of Education Statistics to meet the prerequisites of a causal relationship. Unfortunately, the statistical complexity of the RD design has limited its application in education research. This article provides a less technical introduction to RD for education researchers and practitioners. Using visual analysis to aide conceptual understanding, the article walks readers through the essential steps of a Sharp RD design using hypothetical, but realistic, district intervention data and provides additional resources for further exploration.
A Simulation Study of Missing Data with Multiple Missing X&apos;s
Author: Rubright, Jonathan D.
Date: 2014-08-00
Type: Journal Articles
Subjects: Simulation,Data,Comparative Analysis,Predictor Variables,Bias,Multiple Regression Analysis

When exploring missing data techniques in a realistic scenario, the current literature is limited: most studies only consider consequences with data missing on a single variable. This simulation study compares the relative bias of two commonly used missing data techniques when data are missing on more than one variable. Factors varied include type of missingness (MCAR, MAR), degree of missingness (10%, 25%, and 50%), and where missingness occurs (one predictor, two predictors, or two predictors with overlap). Using a real dataset, cells are systematically deleted to create various scenarios of missingness so that parameter estimates from listwise deletion and multiple imputation may be compared to the &quot;true&quot; estimates from the full dataset. Results suggest the multiple imputation works well, even when the imputation model itself is missing data.
Impact of Sample Size and Variability on the Power and Type I Error Rates of Equivalence Tests: A Simulation Study
Author: Rusticus, Shayna A.
Date: 2014-08-00
Type: Journal Articles
Subjects: Sample Size,Equivalency Tests,Simulation,Error of Measurement,Statistical Analysis,Comparative Testing,Foreign Countries,Medical Students,Undergraduate Students

The question of equivalence between two or more groups is frequently of interest to many applied researchers. Equivalence testing is a statistical method designed to provide evidence that groups are comparable by demonstrating that the mean differences found between groups are small enough that they are considered practically unimportant. Few recommendations exist regarding the appropriate use of these tests under varying data conditions. A simulation study was conducted to examine the power and Type I error rates of the confidence interval approach to equivalence testing under conditions of equal and non-equal sample sizes and variability when comparing two and three groups. It was found that equivalence testing performs best when sample sizes are equal. The overall power of the test is strongly influenced by the size of the sample, the amount of variability in the sample, and the size of the difference in the population. Guidelines are provided regarding the use of equivalence tests when analyzing non-optimal data.
Sample Size Determination for Regression Models Using Monte Carlo Methods in R
Author: Beaujean, A. Alexander
Date: 2014-08-00
Type: Journal Articles
Subjects: Regression (Statistics),Sample Size,Sampling,Monte Carlo Methods,Statistical Analysis,Computation,Research Methodology,Multiple Regression Analysis,Reliability

A common question asked by researchers using regression models is, What sample size is needed for my study? While there are formulae to estimate sample sizes, their assumptions are often not met in the collected data. A more realistic approach to sample size determination requires more information such as the model of interest, strength of the relations among the variables, and any data quirks (e.g., missing data, variable distributions, variable reliability). Such information can only be incorporated into sample size determination methods that use Monte Carlo (MC) methods. The purpose of this article is to demonstrate how to use a MC study to decide on sample size for a regression analysis using both power and parameter accuracy perspectives. Using multiple regression examples with and without data quirks, I demonstrate the MC analyses with the R statistical programming language.
Faculty Research Residencies: A Response to the Problem of Enactment
Author: Gardiner, Wendy
Date: 2014-00-00
Type: Journal Articles
Subjects: College Faculty,Teacher Education,Alignment (Education),Educational Change,Theory Practice Relationship,College School Cooperation,Urban Schools,Partnerships in Education,Grants,Educational Research,Seminars,Communities of Practice,Poverty

Current reform efforts seek to redesign teacher education in alignment with a practice-based theory, a fundamental reconceptualization of higher education demanding a tighter alignment with K-12 school practices. The Faculty Research Residency Model--a Department of Education Funds for the Improvement of Post-Secondary Education (FIPSE) grant supported project--draws upon practice-based theory and leverages existing school-university partnerships to create opportunities for faculty to research practices in high need urban schools to inform university course redesign. This study describes the faculty research residency model, reports on year one results of the project, describes implications for refining the model, and provides recommendations to inform others seeking to improve university coursework through school-university partnerships.
Critical Issues Facing School Leaders Concerning Data-­Informed Decision-Making
Author: Murray, John
Date: 2014-00-00
Type: Journal Articles
Subjects: Data,Decision Making,Federal Legislation,Educational History,Research Reports,Failure,Academic Achievement,Accountability,Principals,Demography,Educational Attitudes,Learning Processes,School Activities,Professional Development

School systems have access to more data than ever before, but most teachers and school leaders lack the skills to use the data for student and school improvement. Current attempts to use data have lacked depth and have been more focused on accountability and meeting state and federal requirements than on systematically investigating the factors that support and hinder the teaching and learning process. As a result, the potential benefits of data usage have not been realized. This commentary examines the critical issues facing school leaders concerning data-informed decision-making based on existing research and firsthand experience working with school principals.
Lecture Capture: An Effective Tool for Universal Instructional Design?
Author: Watt, Susan
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Disabilities,College Students,Enrollment Trends,Enrollment,Access to Education,Academic Accommodations (Disabilities),Federal Legislation,Educational Legislation,Case Studies,Instructional Design,Mixed Methods Research,Questionnaires,Interviews,Lecture Method,Video Technology,Educational Technology,Student Surveys,Online Surveys,Qualitative Research,Barriers

Student enrolment and instructional accommodation requests are rising in higher education. Universities lack the capacity to meet increasing accommodation needs, thus research in this area is required. In Ontario, new provincial legislation requires that all public institutions, including universities, make their services accessible to persons with disabilities. The objective of the Accessibility for Ontarians with Disabilities Act (AODA) is to provide universal access for students with disabilities. The purpose of this case study is to understand the experiences of students regarding the ability of a lecture capture technology to align with the principles of Universal Instructional Design (UID). Data were collected using a mixed-method research design: (a) an online questionnaire, and (b) individual face-to-face interviews. Scholarship of Teaching and Learning (SoTL) literature provides a useful background to explore AODA legislation and universal accessibility vis-à-vis lecture capture technologies. Results indicate that lecture capture can align both with the principles of UID and AODA.
Liberal Arts Catch-Up Revisited
Author: Goyder, John
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Liberal Arts,Higher Education,Undergraduate Study,Income,Employment Statistics,Longitudinal Studies,College Graduates,Regression (Statistics),Models,Labor Market

This paper replicates the work of Giles and Drewes from the 1990s. They showed a catch-up effect whereby graduates of liberal arts undergraduate programs, although at an early-career disadvantage compared with graduates of applied programs, had higher incomes by mid-career. Working with the Panel 5 Survey of Labour and Income Dynamics (2005-2010), the catch-up no longer exists.
Mapping Disciplinary Differences and Equity of Academic Control to Create a Space for Collaboration
Author: Siemens, Lynne
Date: 2014-00-00
Type: Journal Articles
Subjects: Teacher Collaboration,Teacher Researchers,Teamwork,Interdisciplinary Approach,Group Dynamics,Power Structure,Productivity,Higher Education

Academics are collaborating more as their research questions are becoming more complex, often reaching beyond the capacity of any one person. However, in many parts of the campus, teamwork is not a traditional work pattern, and team members may not understand the best ways to work together to the benefit of the project. Challenges are particularly possible when there are differences among the disciplines represented on a team and when there are variations in academic control over decision making and research direction setting. Disparities in these two dimensions create potential for miscommunication, conflict, and other negative consequences, which may mean that a collaboration is not successful. This paper explores these dimensions and suggests a space for collaboration; it also describes some benefits and challenges associated within various positions within the framework. Academic teams can use this tool to determine the place they would like to occupy within the collaboration space and structure themselves accordingly before undertaking research.
The Inquiry Network: A Model for Promoting the Teaching-Research Nexus in Higher Education
Author: Slapcoff, Marcy
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Scholarship,Research Universities,Teacher Researchers,Models,Inquiry,Communities of Practice,Interdisciplinary Approach,Program Implementation,Program Effectiveness,Educational Objectives,Teacher Collaboration

We describe how our teaching and learning centre developed a model, founded on Boyer's notion of scholarship, to explore the nature of the teaching-research nexus. At the core of this model is the Inquiry Network, a faculty learning community whose members moved from exploring the links between their own teaching and research to creating institution-wide resources to promote student learning. Working together, the members of the community developed a framework for learning outcomes that instructors can use in coursework to cultivate students' understanding of research and scholarship, regardless of discipline, academic level, or class size. The article recounts the process that led to the creation of the framework, and it considers the effectiveness of the process and the framework as a model for educational development and institutional change at a research-intensive university.
The Quest for Effective Interdisciplinary Graduate Supervision: A Critical Narrative Analysis
Author: Hibbert, Kathryn
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Interdisciplinary Approach,Supervision,Doctoral Programs,Graduate Students,Supervisor Supervisee Relationship,Qualitative Research,Interviews,Focus Groups,Course Selection (Students),Collegiality,Personal Narratives

Interdisciplinarity is a pervasive trend in 21st-century knowledge building and innovation. It is predicated on the recognition that creative solutions to the world's increasingly complex problems require the intersection of diverse expertise. Little scholarly attention has been directed towards how the new interdisciplinary (ID) model is influencing the processes and outcomes of graduate research training. In a qualitative study informed by critical narrative analysis and conducted at one institution, we investigate the epistemological, structural, and relational factors that shape ID doctoral research supervision, explore how differing knowledge cultures and values are negotiated in supervisory practices, and consider how established structures and discourses influence the processes and outcomes of these supervisory relationships.
Generals, Colonels, and Captains: Discourses of Militarism, Education, and Learning in the Canadian University Context
Author: Taber, Nancy
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Feminism,Discourse Analysis,Universities,Higher Education,Politics of Education,Masculinity,War,Peace,Armed Forces,Academic Freedom,Institutional Characteristics,Social Change,Educational Change,Military Personnel,Critical Theory,Political Attitudes

This article discusses a feminist discourse analysis that explores the ways in which discourses of learning interact with discourses of militarism at four Canadian civilian universities named for military leaders. I discuss how this particular research topic became apparent to me and explore the current national context where it can be argued that Canada is exchanging an identity of a peace-making country for one of war-making. I examine literature that connects education with militarism, taking a feminist anti-militarist approach, and discuss issues relating to academic freedom in critiquing one's own institution. I explain my methodology and detail my findings, concluding that educators should continue to contest gendered militarism in higher education and society.
When Intentions Meet Reality: Consonance and Dissonance in Teacher Approaches to Peer Assessment
Author: Sandvoll, Ragnhild
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Peer Evaluation,College Faculty,College Freshmen,Interviews,Teaching Styles,Academic Discourse,Teacher Role

This article focuses on teachers' experiences in implementing peer assessment with first semester students. It explores the relationship between teachers' conceptions of teaching and their approach to peer assessment, where both conceptions and approaches are described as being either learning focused or content focused. Drawing upon analysis of interviews with eight teachers, the study found that one had a consonant view of the interrelationship between conceptions of teaching and approaches to peer assessment, while the remaining seven described their conceptions of teaching and their approaches to peer assessment with a combination of learning-focused and content-focused statements. These statements are labelled as dissonant. Discussion focuses on implications of consonant and dissonant relationships between conceptions of teaching and approaches to peer assessment for implementation of peer assessment; it also addresses academic development issues. The study reveals that when implementing new methods (here, peer assessment), underlying assumptions will impact on the nature of teacher engagement.
Exploring Levels of Student-Athlete Burnout at Two Canadian Universities
Author: Dubuc-Charbonneau, Nicole
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Athletics,Athletes,Burnout,Gender Differences,Questionnaires,Comparative Analysis,Fatigue (Biology),Emotional Response,Stress Management,Measures (Individuals),Educational Attainment,Correlation,Universities

The purpose of the current study was to examine the levels of burnout among student-athletes at two Canadian universities and to investigate whether there were significant differences related to gender, sport, year of university sport participation, academic year, and academic program. Burnout was measured by administering Raedeke and Smith's (2001) Athlete Burnout Questionnaire to 145 student-athletes from various sports. Overall, 1.4% of the student-athletes had elevated burnout scores on all three subscales, and 17% scored high on two of the three subscales. No significant differences emerged with regards to year of varsity sport participation, academic year, or program. However, women had significantly higher levels of emotional and physical exhaustion than men. Significant differences also emerged in relation to levels of emotional and physical exhaustion, and of sport devaluation, when comparing various sports.
Partnering for Economic Development: How Town-Gown Relations Impact Local Economic Development in Small and Medium Cities
Author: Massey, Jennifer
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,School Community Relationship,Universities,College Students,College Graduates,Economic Development,Mixed Methods Research,Student Surveys,Student Characteristics,Probability,Geographic Location,Municipalities

Universities play an increasingly prominent role in shaping regional, social, and economic development. In Canada, however, spatial, economic, and social differences between universities and their host communities continue to challenge positive town--gown relationships and undermine the benefits associated with high concentrations of prospective young, &quot;creative&quot; graduates. The purpose of this article is to identify the factors that lead to positive town--gown relations and, subsequently, encourage graduate retention. Through this research, university and town administrators were found to play a key role in establishing a positive relationship between students and community members. Local employment opportunities were also found to help students build an experiential relationship with their localities and make them more likely to settle there after graduation.