ethanporcaro/eric-fulltext-meta huggingface dataset:
Geographic Literacy and Moral Formation among University Students
Author: Bascom, Jonathan
Date: 2011-00-00
Type: Journal Articles
Subjects: Moral Values,Geography,Geography Instruction,Multivariate Analysis,College Students,Teaching Methods,Literacy,Student Surveys,Student Attitudes,Predictor Variables,Working Hours,Television Viewing,Gender Differences,Travel,Ethics,Reputation,Interviews,Value Judgment,Values,Cross Cultural Studies,Factor Analysis,Statistical Analysis

This study extends analysis of geographic literacy further by examining the relationship of geographic knowledge with the primary goal of geographic educators--cultivation of cultural understanding and moral sensitivity for global citizenry. The main aim is to examine contributors to moral formation during the university years based on a survey data gathered from 323 university students using a place identification quiz, relevant demographic data and two measures of moral development. Multivariate techniques are used to assess the strength of relationships between levels of moral formation and a variety of variables. Geographic knowledge is found to be significant predictor of moral development. Significant relationships also exist between moral formation and more work hours among students, fewer hours of television watched per week, and higher university class level. Responses to the measures of moral development confirm that women perceive and interpret moral situations in fundamentally different ways than do most men. Additional data analysis identifies important interaction between gender and travel amount such that women show a greater average difference between travelers and those that have not travelled than do males.
The Italian Geographers&apos; Document on the University Education of Future Primary School Teachers
Author: Giorda, Cristiano
Date: 2011-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Geography,Elementary School Teachers,Geography Instruction,Preservice Teacher Education,Epistemology,Teaching Methods,Foreign Countries,College Faculty,Citizenship

This article describes an important document compiled by a group of Italian geographers who teach in the Teaching Sciences faculty. Twenty-two university professors in an online community debated concepts and compared ideas in order to establish content, methods and didactic approaches to be applied when training Primary School teachers (pupils aged 3-10 yrs.) at Italian University to teach geography. The geographers involved started from an analysis of the recent scholastic reform, they discussed the theoretical aspects from the point of view of the current geographical debate and they decided upon the most efficient didactic approaches for training teachers and teaching geography to pupils. To this end, it was necessary to give considerable thought to the epistemological statutes relating to geography and to more active teaching methods, moving away from an approach based on descriptions and lists, the likes of which are no longer sufficient for understanding today's world.
Designing Sustainable Funding for College Promise Initiatives. Policy Information Report and ETS Research Report Series No. RR-17-39
Author: Millett, Catherine, Ed.
Date: 2017-00-00
Type: Journal Articles
Subjects: Financial Support,Student Financial Aid,Sustainability,College Students,State Aid,Private Financial Support,Federal Aid,Government Role,Models,Money Management,Access to Education,Higher Education,Postsecondary Education,Grants,Scholarships,Investment,Paying for College,Tuition

College promise programs are spreading throughout this United States. These programs fund tuition and/or fees for eligible students who are actively progressing toward earning postsecondary certificates and undergraduate degrees. While existing college promise programs have varying designs, each one appears to be seeking continuous and long-term financial sustainability. The existing programs appear to be aimed toward ensuring that the promise of college tuition and fees can be fulfilled for future generations of students. Towards that end, ETS and the College Promise Campaign convened the &quot;Designing Sustainable Funding for College Promise Initiatives&quot; conference on June 2 and 3, 2016, for the primary purpose of reviewing and refining five models. This report contains the five papers that the appointed design teams presented: (1) College Promise Models and College Savings Accounts: How College Savings Can Bolster the Early Financial Aid Commitment (William Elliott and Andrea Levere); (2) Designing Sustainable Funding for College Promise Initiatives: State-Funded Model Group (Randy Boyd and Teresa Lubbers); (3) Privately Funded Models and Public--Private Partnerships to Promote College Promise Initiatives (Lezli Baskerville and Hugh Fitzpatrick); (4) The Federal Government's Role in Promoting Promise Programs and Their Goals (Sandy Baum and Bill Hansen); and (5) Designing Sustainable Funding for College Promise Initiatives: Outcomes-Based Financing Models (Gloria Gong, Steve Goldberg, Audrey Peek, Kevin James, and Miguel Palacios).
Measurement Error and Bias in Value-Added Models. Research Report. ETS RR-17-25
Author: Kane, Michael T.
Date: 2017-12-00
Type: Journal Articles
Subjects: Error of Measurement,Value Added Models,Scores,Teacher Effectiveness,Bias,Computation,Achievement Gains

By aggregating residual gain scores (the differences between each student's current score and a predicted score based on prior performance) for a school or a teacher, value-added models (VAMs) can be used to generate estimates of school or teacher effects. It is known that random errors in the prior scores will introduce bias into predictions of the current scores, and thereby, into the estimated residual gain scores and VAM scores. The analyses in this paper examine the origins of this bias and its potential impact and indicate that the bias is an increasing linear function of the student's prior achievement and can be quite large (e.g., half a true-score standard deviation) for very low-scoring and high-scoring students. To the extent that students with relatively low or high prior scores are clustered in particular classes and schools, the student-level bias will tend to generate bias in VAM estimates of teacher and school effects. Adjusting for this bias is possible, but it requires estimates of generalizability (or reliability) coefficients that are more accurate and precise than those that are generally available for standardized achievement tests.
Original Language Subtitles: Their Effects on the Native and Foreign Viewer
Author: Kruger, Jan-Louis
Date: 2017-00-00
Type: Journal Articles
Subjects: Native Speakers,Second Language Learning,College Students,Foreign Countries,Cross Cultural Studies,English (Second Language),Mandarin Chinese,Korean,Spanish,Likert Scales,Attitude Measures,Student Attitudes,Psychological Patterns,Predictor Variables,Transcripts (Written Records),Translation,Video Technology,Environment,Questionnaires,Statistical Analysis,Correlation,Multiple Regression Analysis

This study investigates the impact of same-language subtitles on the immersion into audiovisual narratives as a function of the viewer's language (native or foreigner). Students from two universities in Australia and one in Spain were assigned randomly to one of two experimental groups, in which they saw a drama with the original English soundtrack either with same-language English subtitles (n = 81) or without subtitles (n = 92). The sample included an English native control group, and Mandarin Chinese, Korean, and Spanish groups with English as a foreign language. Participants used post-hoc Likert scales to self-report their presence, transportation to the narrative world, perceived realism, identification with the characters, and enjoyment. The main results showed that subtitles did not significantly reduce these measures of immersion. However, subtitles produced higher transportation, identification with the characters, and perceived realism scores, where the first language of viewers and their viewing habits accounted for most of this variance. Moreover, presence and enjoyment were unaffected by either condition or language. Finally, the main results also revealed that transportation to the narrative world appears to be the most revealing measure of immersion in that it shows the strongest and most consistent correlations, and is a significant predictor of enjoyment.
Adolescents&apos; TV Viewing Patterns in the Digital Era: A Cross-Cultural Study
Author: Ugalde, Leire
Date: 2017-00-00
Type: Journal Articles
Subjects: Adolescents,Television Viewing,Questionnaires,Gender Differences,Foreign Countries,Parent Influence,Environmental Influences,Preferences,Time,Cultural Influences,Cross Cultural Studies,Cultural Differences,Secondary School Students,Undergraduate Students,Likert Scales

The deep-rooted changes that have taken place in the media world over recent years have brought about changes in both television itself and in the relationships established with this medium. Consequently, it is important to understand how young people watch television today, in order to design strategies to help them develop the capacities they require to ensure responsible use. With this aim, the present study analyzes the television viewing habits of 553 adolescents (267 boys and 286 girls), aged between 14 and 19, from Ireland, Spain and Mexico. Through the implementation of two questionnaires (CH-TV 0.2 and VAL-TV 0.2), four viewing patterns were detected that can be generalized to all the contexts studied. Two of these patterns clearly distinguish between boys (critical-cultural) and girls (social-conversational), with boys viewing more cultural and information-oriented programs, and girls tending to watch shows with a view to talking about them later with their friends. Two of the variables which best distinguish between the other two patterns identified are the perception of a conflictive climate (conflictive-passive viewing) and the perception of responsible parental mediation (committed-positive viewing). Moreover, preferred television genre was found to be the factor with the greatest discriminatory power in relation to these patterns, while time spent watching television, perceived realism and cultural context were not found to be significant.
An Exploratory Study of Teaching Tasks in English as a Foreign Language Education. Research Report. ETS RR-17-56
Author: Turkan, Sultan
Date: 2017-12-00
Type: Journal Articles
Subjects: English (Second Language),Language Teachers,Second Language Instruction,Teaching Methods,Diaries,Planning,Teacher Qualifications,Language Proficiency,Learning Activities

Due to rising demand for qualified teachers of English as a foreign language (EFL), interest in issues pertaining to the language proficiency of these teachers has increased. However, research focusing on the teaching tasks that EFL teachers engage in for the purposes of EFL instruction is scant. The present study aims to address this gap in the literature by identifying the teaching tasks and exploring the teaching practices reported in logs kept by 5 EFL teachers over the course of a 2-week period. Findings suggest that the majority of language teaching tasks observed in the teachers' logs were related to the instructional stages of (a) presenting subject material and communicating lesson content and (b) planning, developing, and organizing instruction.
Preparing for the Speaking Tasks of the &quot;TOEFL iBT&quot;® Test: An Investigation of the Journeys of Chinese Test Takers. &quot;TOEFL iBT&quot;® Research Report. TOEFL iBT-28. ETS Research Report. RR-17-19
Author: Yu, Guoxing
Date: 2017-12-00
Type: Journal Articles
Subjects: English (Second Language),Language Tests,Second Language Learning,Oral Language,Computer Assisted Testing,Test Preparation,Ethics,Culture Fair Tests,Testing Problems,Student Attitudes,Teacher Attitudes,Correlation,Scores,Questionnaires,Focus Groups,Observation,Teaching Methods,Age Differences,Effect Size,Predictor Variables,Test Validity,Foreign Countries,Task Analysis,Statistical Analysis,Interviews

Language test preparation has often been studied within the consequential validity framework in relation to ethics, equity, fairness, and washback of assessment. The use of independent and integrated speaking tasks in the &quot;TOEFL iBT&quot;® test represents a significant development and innovation in assessing speaking ability in academic contexts. Integrated tasks that involve synthesizing and summarizing information presented in reading and listening materials have the potential to generate new test preparation strategies. This study investigated the experiences of over 1,500 Chinese test takers and 23 teachers who were preparing for the TOEFL iBT speaking tasks. It examined the frequency of use of a number of different test preparation activities and materials, reasons, and expectations for taking preparation courses and the features of preparation courses. In addition, we examined the usefulness of test preparation from two perspectives: students' and teachers' perceptions as well as the relationship between test preparation and performance. Data were collected via questionnaires, focus group discussions, interviews with test takers and teachers, and classroom observations. The data showed that (a) test preparation was a hugely complex, multiple-components construct, and teaching and learning test-taking strategies compose the most prominent feature of intensive preparation courses; (b) there were significant age-related differences in students' preparation activities and focuses, although with small effect sizes; (c) there was a high agreement between teachers and students in their views on the usefulness of test preparation activities; and (d) there existed only a weak relationship between test preparation and performance. The only significant predictor of students' test performance was the frequency of their use of the &quot;TOEFL Practice Online TPO&quot;® practice tests. The findings of the study can enhance our understanding of the pedagogical practices that characterize test preparation programs and contribute to the ongoing validity argument for the TOEFL iBT Speaking test. The implications of the findings for test publishers, test takers, teachers, and test preparation schools are discussed with reference to the instructional, learning, and affective aspects of the multifaceted construct of test preparation.
Articulating and Evaluating Validity Arguments for the &quot;TOEIC&quot;® Tests. Research Report. ETS RR-17-51
Author: Schmidgall, Jonathan E.
Date: 2017-12-00
Type: Journal Articles
Subjects: English (Second Language),Language Tests,Second Language Learning,Test Use,Construct Validity,Test Validity,Guidelines,Evidence,Test Reliability

This report provides a brief overview of how the &quot;TOEIC&quot;® program has adopted an argument-based approach to validity in order to support the use of the TOEIC tests. This approach emphasizes the need to explicitly state claims about the measurement quality and intended use of a test and to support those claims with evidence. This report briefly summarizes how the assessment use argument (AUA) exemplifies this approach and was used to construct validity arguments for the TOEIC tests. After highlighting the practical applications of the validity arguments that were constructed, it highlights challenges associated with this work and proposes several extensions. Overall, this process demonstrates how TOEIC research takes a broad, critical, and rigorous approach to support the use of the TOEIC tests.
Applying the Hájek Approach in Formula-Based Variance Estimation. Research Report. ETS RR-17-24
Author: Qian, Jiahe
Date: 2017-12-00
Type: Journal Articles
Subjects: Mathematical Formulas,Computation,Sampling,Research Design,Probability,Monte Carlo Methods,Comparative Analysis,National Competency Tests

The variance formula derived for a two-stage sampling design without replacement employs the joint inclusion probabilities in the first-stage selection of clusters. One of the difficulties encountered in data analysis is the lack of information about such joint inclusion probabilities. One way to solve this issue is by applying Hájek's approximation of the joint probabilities in variance estimation. To assess the Hájek approach, several estimators of Hájek's &quot;c&quot; and &quot;d&quot; are proposed. The application is illustrated with simulation and real data. A Monte Carlo simulation is employed to compare the results of joint inclusion probabilities yielded from the probability-proportional-to-size sampling methods with the results from Hájek's approximation. Empirically estimated variances from the jackknife procedure are also compared with the formula-based variances with incorporated Hájek's approximation.
Practice-Based Measures of Elementary Science Teachers&apos; Content Knowledge for Teaching: Initial Item Development and Validity Evidence. Research Report. ETS RR-17-43
Author: Mikeska, Jamie N.
Date: 2017-09-00
Type: Journal Articles
Subjects: Elementary School Teachers,Science Teachers,Knowledge Base for Teaching,Test Items,Test Construction,Test Validity,Measures (Individuals),Teacher Evaluation,Scientific Concepts,Ecology,Astronomy,Difficulty Level,Scores,Reliability

This report describes efforts by a group of science teachers, teacher educators, researchers, and content specialists to conceptualize, develop, and pilot practice-based assessment items designed to measure elementary science teachers' content knowledge for teaching (CKT). The report documents the framework used to specify the content-specific teaching practices and instructional tools that are critical to the work that elementary science teachers engage in with students, curriculum, and instruction. Drawing on this framework, the report details the development process for practice-based assessment items designed to measure CKT elementary science in three content areas: (a) structure and properties of matter, (b) ecosystems, and (c) Earth's place in the universe. These practice-based assessment items address the various content challenges elementary science teachers face in their work and were designed to be used as a foundation for building large-scale assessments of elementary science teachers' CKT science. This report presents initial validity evidence examining the practice-based CKT science item characteristics using results from online administrations of these items to 250 upper elementary science teachers. Findings reveal that the majority of these new assessment items capture variability in elementary science teachers' performance and that a large proportion of the items differentiate moderately well, supporting a beginning proof-of-concept for the conceptualization and design of these practice-based CKT elementary science assessment items.
The Case of Taiwan: Perceptions of College Students about the Use of the &quot;TOEIC&quot;® Tests as a Condition of Graduation. Research Report. ETS RR-17-45
Author: Hsieh, Ching-Ni
Date: 2017-12-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Attitudes,Test Use,English (Second Language),Language Tests,Second Language Learning,Graduation Requirements,High Stakes Tests,Exit Examinations,Student Surveys,Interviews,Statistical Analysis

This study uses online surveys and phone interviews with Taiwanese college students to investigate their perceptions of using the &quot;TOEIC&quot;® test scores to meet an English-language graduation requirement. Results indicate that students have positive views about the use of the TOEIC test scores for graduation and believe that preparing to take the test has a positive impact on their language proficiency and future employment prospects. The TOEIC test scores are also perceived favorably by the participants as having high levels of reliability and validity. The study provides empirical evidence to support the use of the TOEIC test as a high-stakes test for college exit requirement in Taiwan and has implications for similar test use in other countries.
Unidimensional Vertical Scaling in Multidimensional Space. Research Report. ETS RR-17-29
Author: Carlson, James E.
Date: 2017-12-00
Type: Journal Articles
Subjects: Test Items,Item Response Theory,Difficulty Level,Scoring,Scaling

In this paper, I consider a set of test items that are located in a multidimensional space, S[subscript M], but are located along a curved line in S[subscript M] and can be scaled unidimensionally. Furthermore, I am demonstrating a case in which the test items are administered across 6 levels, such as occurs in K-12 assessment across 6 grade levels, and for which a unidimensional vertical scale can be developed. I am limiting my coverage to dichotomously scored items because the models are much simpler than those for polytomously scored items. However, the concepts discussed can be extended to the latter type of item. I also limit my demonstrations to a 2-dimensional space, S[subscript 2], so I can geometrically represent my points in a 2-dimensional representation in this article. These concepts can also be extended to a higher-dimensional case.
Investigating the Predictive Validity of &quot;TOEFL iBT&quot;® Test Scores and Their Use in Informing Policy in a United Kingdom University Setting. &quot;TOEFL iBT&quot;® Research Report. TOEFL iBT-30. ETS Research Report. RR-17-41
Author: Harsch, Claudia
Date: 2017-12-00
Type: Journal Articles
Subjects: Second Language Learning,Language Tests,English (Second Language),Predictive Validity,Test Validity,Scores,College Students,Foreign Countries,Academic Achievement,Mixed Methods Research,Correlation,Regression (Statistics),Questionnaires,Semi Structured Interviews,Student Attitudes,College Admission,Admission Criteria,Language Skills,Student Placement

The project examined the predictive validity of the &quot;TOEFL iBT&quot;® test with a focus on the relationship between TOEFL iBT scores and students' subsequent academic success in postgraduate studies in one leading university in the United Kingdom, paying specific attention to the role of linguistic preparedness as perceived by students and tutors. We employed a mixed-methods approach to enrich traditionally quantitatively oriented studies with a qualitative perspective. For the sample of 504 students who entered the university for postgraduate studies in the years 2011-2013 on the basis of a TOEFL iBT score, we analyzed the relation between TOEFL iBT scores and final academic award by correlation and regression analyses, taking into consideration discipline, nationality, and additional language support. For the qualitative strand, students entering the university in 2013 on the basis of a TOEFL iBT score were invited to complete questionnaires and interviews, as were their English for academic purposes and academic tutors. A total 48 students and 58 tutors participated, with 25 students and 36 tutors being interviewed at 3 points over the course of the year. Our findings show that students entering the university on the basis of TOEFL iBT scores feel well prepared and generally regard the test as an effective means of preparation for their academic studies in a U.K. setting. They cope well with linguistic demands, and a vast majority graduate successfully. Our findings support the appropriateness of the university's entrance policy with regard to setting minimum test score requirements, thus underpinning the predictive validity of TOEFL iBT in a U.K. setting.