ethanporcaro/eric-fulltext-meta huggingface dataset:
Higher Education and Dilemmas of Deinstitutionalization
Author: Martin, Christopher
Date: 2022-00-00
Type: Journal Articles
Subjects: Higher Education,Distance Education,Educational Change,Pandemics,COVID-19,Ethics,Values,Educational Philosophy,Educational Experience,Futures (of Society)

The pandemic has made the mass remote delivery of higher education more plausible as a general direction for growth in the long-term. Choosing between this general direction and the status quo introduces various ethical dilemmas having to do with the basic aims and values of higher education. A move to remote learning as the institutional norm may set back some of these aims and values while advancing others. However, we also argue that complicating the assessment of these dilemmas is epistemic uncertainty about the traditional (i.e., late-twentieth-century) institutional context and what makes that context educationally worthwhile. Addressing these dilemmas requires a better understanding of what an educational institution is as well as those respects in which it adds value to society's educational projects.
Cognitive Training in the Domain of Mathematics for Potentially Gifted Children in Primary School
Author: de Vreeze-Westgeest, Mirjam G. J.
Date: 2022-00-00
Type: Journal Articles
Subjects: Gifted,Elementary School Students,Cognitive Development,Metacognition,Memory,Arithmetic,Short Term Memory,Intelligence,Mathematics,Mathematics Skills,Problem Solving,Executive Function,Cognitive Tests,Intelligence Tests

This study examined auditive and visual working memory and metacognitive knowledge in 92 gifted children (aged between eight and twelve), utilising a pre-test-training-post-test design, known as the cognitive training design. This approach was used to examine the working memory and metacognitive knowledge of gifted children concerning the progression after a cognitive training programme in arithmetical problem solving, taking into account the role of intelligence. Children were allocated to one of two experimental conditions: children received training after the pre-test (cognitive training condition) or were provided with training after the post-test (control condition). The results show that all children made significant improvements in working memory and metacognition. Intelligence significantly predicted verbal and visual working memory. However, we did not find a meaningful relationship between intelligence and metacognitive knowledge. The cognitive training in arithmetical problem solving seems to bring additional measurable changes in metacognitive knowledge, but not in working memory.
Does It Make a Difference? Relations of Institutional Frameworks and the Regional Provision of Continuing Higher Education in England and Spain
Author: Treviño-Eberhard, Diana
Date: 2022-00-00
Type: Journal Articles
Subjects: Higher Education,Continuing Education,Foreign Countries,Educational Policy,Governance,Institutional Autonomy,Legislation,Educational Finance,Comparative Analysis,Institutional Characteristics

In this research, we compare interrelations between institutional settings and regional provision structures of continuing higher education (CHE) in England and Spain. The aim of the qualitative analysis is to identify and to compare country-specific linkages between national and regional policies, legal and financial regulations and their impact on providers, types of provision and target groups of CHE at the regional level. Theoretical assumptions of educational governance, environmental neo-institutionalism, and the sociology of conventions guide the analysis, based on expert interviews in England and Spain. Our research questions are: What modes of coordination of action to provide CHE are caused by national and regional regulations in England and Spain? How are these actions justified, and how do they influence regional CHE provision types and target groups in both countries? Interview-based findings show that national and regional regulations embrace hybrid modes of coordination of action regarding CHE provision in both countries. Specifically, centralised national policies in England and a mixture of centralised and decentralised legal frameworks in Spain impact regional CHE provision by universities, as does the scope of university autonomy in both countries. However, national frameworks only explain regional disparities in CHE provision to a limited extent. Less formal normative dimensions and social orders of university orientations and labour market demands also influence regional types of provision, concepts, provider cooperation, and adult CHE learners.
Embodied Learning for Well-Being, Self-Awareness, and Stress Regulation: A Randomized Trial with Engineering Students Using a Mixed-Method Approach
Author: Rodríguez-Jiménez, Rosa-María
Date: 2022-00-00
Type: Journal Articles
Subjects: Well Being,Self Concept,Stress Management,Engineering Education,Metacognition,Therapy,Dance,Motion,Life Satisfaction,Human Body,Higher Education,Measures (Individuals),College Students

The continuous changes in our society require adapted training that encompasses both technical and competency knowledge. There is a high level of demand, especially in areas such as engineering, which can affect the mental health of students, producing high levels of stress and psychological distress, hindering self-efficacy and academic performance. Embodied learning working on self-awareness, stress reduction and self-knowledge can help to generate healthier environments. Creative therapies can be a tool to promote the prevention of health problems in this group of the population. In particular, Dance Movement Therapy has demonstrated its effectiveness in improving health in clinical and non-clinical settings. In this work, a body awareness program based on Dance Movement Therapy is developed and implemented in engineering students. Through a mixed pre-post methodology, its impact is evaluated and analyzed in an experimental group of engineering students. Psychometric tests, physiological variables and reflective diaries are used as data sources. The results show that the experimental group, compared with the control group, increased their levels of body awareness and connectedness, well-being and life satisfaction and reduced their stress levels. The results were supported by cortisol measures. Likewise, the students acknowledged having increased their levels of self-awareness and self-knowledge and considered the inclusion of these bodily approaches in higher education to be necessary.
The Collective Teacher Efficacy Behaviours Scale: A Validity and Reliability Study
Author: Kapat, Seyfettin
Date: 2022-00-00
Type: Journal Articles
Subjects: Self Efficacy,Teacher Collaboration,Teacher Behavior,Test Validity,Test Reliability,Factor Analysis,Elementary School Teachers,Secondary School Teachers

The concept of collective efficacy that can be defined as &quot;a belief in their common ability to organize and realize plans to achieve goals&quot; (Bandura, 1997, p. 477) has gained utmost importance in educational contexts. Therefore, there arises an emergent need to develop scales to evaluate teachers' collective efficacy behaviours. To this end, the present study aimed to develop an instrument to assess collective teacher efficacy behaviours. For this purpose in mind, an item pool was created in line with the related literature and face-to-face interviews with teachers. Two participating groups were included in the study. There was a total of 833 participants, 475 of which were in the first group and 358 in the second group.The preliminary version of The Collective Teacher Efficacy Behaviours Scale (CTEBS), consisted of 26 items. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were employed to test the construct validity of the scale with the available datasets. As a result of the EFA, a two-factored structure, namely social and professional relationship and professional development, was identified with 20 items. The two factors explained 58.798% of the total variance. Confirmatory factor analysis (CFA) was used to test the validity of the structure based on the EFA results. It was found that the CFA fit indices were X[superscript 2]/df=3.174, RMSEA=0.076, SRMR=0.435, NFI=0.902, CFI=0.930, IFI=0.931, and GFI=0.872. The results implied that The Collective Teacher Efficacy Behaviours Scale, consisting of two dimensions and 20 items, was a valid and reliable instrument.
A Family Education Intervention for Parents Having Children with Multiple Disabilities during COVID-19
Author: Sardohan Yildirim, A. Emel
Date: 2022-03-00
Type: Journal Articles
Subjects: Parent Education,Intervention,Multiple Disabilities,COVID-19,Pandemics,Family Relationship,Behavior,Parent Attitudes,Program Implementation

During the COVID-19 pandemic, it has been observed that the education stakeholders including families are caught unprepared. For this reason, it is thought that determining families' educational needs regarding their children with multiple disabilities in the isolation period are essential. This study aimed to determine the contribution of &quot;Family Education Intervention in Pandemic&quot; (FEIP) Training to families and their multiple disabled children. In the research, a multiple case study approach was used. Four mothers participated in the study. Virtual training in the study was carried out in eight sessions. The data were collected with multiple sources and analysed inductively by the triangulation method. In the research, it was revealed that FEIP supported mothers to realize their children's strengths, increase their positive parenting skills, and feel competent in their children's daily routines during the COVID-19 period.
Enhancing Teaching and Learning in Higher Education through Formative Assessment: Teachers&apos; Perceptions
Author: Hanefar, Shamsiah Banu Mohamad
Date: 2022-00-00
Type: Journal Articles
Subjects: Formative Evaluation,College Faculty,Teacher Attitudes,Evaluation Utilization,Student Evaluation,College Instruction,Learning,College Students,Foreign Countries

A good assessment system is one of the preconditions for quality education. Formative assessment is comparatively an emerging idea to assess the students throughout the academic year with the intention to identify and overcome the weaknesses of the students and enhance their learning outcome. Taking these into account, this study attempted to explore the teachers' perceptions of the use of formative assessment in enhancing teaching and learning in Bangladesh higher education. A mixed-method study was employed with survey and semi-structured interview as the data collection methods. 100 participants were randomly (simple random) selected for the survey, and 6 participants were purposively selected for the interviews. For analysing the data, descriptive analysis and content analysis were used. The findings of the study revealed majority of the participants agreed that formative assessment is crucial to enhance teaching and learning in Bangladeshi colleges. Nonetheless, there are some challenges like - teachers' biasness, shortage of teachers, large class, poor infrastructure, insufficient power supply, and heavy workload of the teachers. As a whole, this study will provide a fundamental ground for future research in formative assessment in Bangladeshi colleges specifically and for comparative study with other higher education institutions globally.
Detecting Possible Learning Losses Due to COVID-19 Pandemic: An Application of Curriculum-Based Assessment
Author: Toker, Turker
Date: 2022-03-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Curriculum Based Assessment,Achievement Gains,Mathematics Achievement,Language Arts,Academic Achievement,Turkish,Reading Achievement,Gender Differences,Parent Background,Educational Attainment,Mothers,Foreign Countries,Grade 8

When the pandemic COVID -19 led to school closures, many of us had no idea that this disruption would last months and perhaps more than a year. Curriculum-based assessment (CBA) is an assessment process that uses academic knowledge picked directly from the material taught in the classroom. This form of criterion-referenced assessment connects evaluation with instructional programs by informing teachers of student progress and learning challenges. In this study a nationwide exam called Transition to Secondary School Exam TEOG Exam was used as a curriculum based tool since TEOG Exam is also second or third exam for semester. The data showed a one and a half year learning loss in both Turkish and mathematics based on Woesmann's (2016) criteria. The difference in the scores for math exam between 2016 and 2020 was 10.32 points which accounts for half of exam standard deviation. Also, the difference in the scores for Turkish exam 2016 and 2020 was 10.91 points which is also around half of the standard deviation. Additionally, based on gender there was a statistically significant decrease of 12.04 points in the mathematics scores of girls and 8.43 points for boys showing a 15-month learning loss for girls. and a year of learning loss for boys. These results showed that girls had more learning losses due to COVID-19 pandemic. According to the mother's education level; the decrease for mathematics scores were between 9.73 (elementary school degree) and 22.02 points (associate degree). This finding shows that the learning loss in math based on mother educational level is between 15-months and 2.5 years. Similar findings showed up for Turkish scores as well. Turkish scores decreased between 10.43 (elementary school degree) and 22.24 points (associate degree). This finding shows that the learning loss in Turkish based on mother educational level is between 15-months and 2.5 years. These results show that some students did not learn new material after the outbreak and even slipped backwards. Ministry of National Education should take important steps to prevent the effects of COVID-19 pandemic and minimize and resolve the learning losses emphasized in this study.
Examining Science Process Skills Tests: A Case of Turkey
Author: Sibic, Okan
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Education,Science Process Skills,Masters Theses,Doctoral Dissertations,Science Tests,Multiple Choice Tests,Test Format

One of the main goals of science education is to make students gain science process skills. Thus, it is significant to measure whether students gain those skills or not. For this purpose, various tests have been produced and used in various studies. This study aims to examine science process skills tests which have been used in the theses produced in the field of science education from the perspectives of the originality, question types used, and the science process skills measured in the tests, and the number of questions for each measured science process skill. Within the scope of this meta-synthesis study, 82 master's theses and 34 doctoral dissertations from Turkey were analyzed. The findings indicate that science process skills were measured with multiple-choice tests, and only in smaller number of studies, original tests were developed for the corresponding study. It was also discovered that some science process skills were measured more frequently than others. As a result of the study, some suggestions were provided. [This study was presented at ERPA International Congress which was held in 2018 in Istanbul.]
Do the Scores Obtained from Online Applications Correspond to Face-to-Face Exam Scores?
Author: Yildirim, Ibrahim
Date: 2022-03-00
Type: Journal Articles
Subjects: Scores,Evaluation Methods,Computer Assisted Testing,Academic Achievement,Higher Education,Electronic Publishing,Web Sites,Preservice Teachers,Foreign Countries,Educational Technology,Tests,Homework

The emergent COVID-19 pandemic in Wuhan, China, at the end of 2019 has affected the whole world in a short time. Therefore, schools have been closed worldwide, and online learning opportunities have been exploited. Although lessons are taught online, problems have been experienced about measuring and evaluating lessons. This quasi-experimental study with a quantitative method was conducted to offer suggestions for the measurement problems. The present study examined the relationship between the measures of academic achievement obtained through different approaches from the students studying at a university. According to the results, the achievement points earned by the students through weekly blogs had a high level of correlation with the traditional final scores. However, the scores of the practices such as online exams and term papers were not an acceptable fit with the final exams. Therefore, the scores of online missions extended over time can be claimed to be the approach that best substitutes the final exams.
Item Parameter Recovery via Traditional 2PL, Testlet and Bi-Factor Models for Testlet-Based Tests
Author: Soysal, Sumeyra
Date: 2022-00-00
Type: Journal Articles
Subjects: Test Items,Test Theory,Models,Sample Size,Difficulty Level

The testlet comprises a set of items based on a common stimulus. When the testlet is used in the tests, there may violate the local independence assumption, and in this case, it would not be appropriate to use traditional item response theory models in the tests in which the testlet is included. When the testlet is discussed, one of the most frequently used models is the testlet response theory (TRT) model. In addition, the bi-factor model and traditional 2PL models are also used for testlet-based tests. This study aims to examine the item parameters estimated by these three calibration models of the data properties produced under different conditions and to compare the performances of the models. For this purpose, data were generated under three conditions: sample size (500, 1000, and 2000), testlet variance (0.25, 0.50, and 1), and testlet size (4 and 10). For each simulation condition, the number of items in the test was fixed at i = 40 and 100 replications were made under each condition. Among these models, it was concluded that the TRT model gave less biased results than the other two models, but the results of the bi-factor model and the TRT were more similar as the sample size increased. Among the examined conditions, it was determined that the most effective variable in parameter recovery was the sample size.
Academic Intellectual Capital Scale: A Validity and Reliability Study
Author: Ozalp, Ugur
Date: 2022-00-00
Type: Journal Articles
Subjects: Measures (Individuals),College Students,Test Validity,Test Reliability,Foreign Countries,Institutional Characteristics,Universities

The aim of this study was to develop a scale instrument for measuring academic intellectual capital in the Turkish higher education context depending on student perceptions. The sample consisted of students of higher education institutions in the 2020-2021 academic year. Data were gathered in two stages. Exploratory Factor Analysis (EFA) was conducted in the first stage and Confirmatory Factor Analysis (CFA) was conducted in the second stage. The EFA sample consisted of 538 students studying in 96 higher education institutions while the CFA sample consisted of 492 students studying in 112 higher education institutions. Principal Axis Factoring (PAF) extraction and Promax rotation methods were used in EFA. Results of EFA showed that the scale had a three-factor structure with 20 items. The three-factor structure was confirmed with CFA. Cronbach's alpha, stratified alpha, Composite Reliability and McDonald's omega were calculated in order to determine the reliability of the scores obtained from the scale. Item discrimination was verified by calculating item-total correlation and item-remainder correlation. Also, t-test was carried out between upper and lower 27% to check item discrimination. Analyses were conducted making use of R (ver. 4.1.2) and RStudio (ver. 2021.09.1 build 372). Overall, results showed that the structure of Academic Intellectual Capital Scale was valid. The measurement tool was concluded to have three factors and 20 items, all in affirmative form.
A Field Experience without the Field: A Reflective Self-Study of Teaching an Elementary Science Field Experience Online during a Pandemic
Author: Perry, Spencer
Date: 2022-00-00
Type: Journal Articles
Subjects: Experiential Learning,COVID-19,Pandemics,Elementary School Mathematics,Elementary School Science,Mathematics Instruction,Science Instruction,Online Courses,School Closing,Video Technology,Preservice Teacher Education,Preservice Teachers

Teaching a field experience course during a pandemic resulted in unique challenges because preservice teachers could not visit classrooms like they would in a traditional field experience. This article is a self-study exploration of the tensions experienced by a doctoral student teaching an elementary math and science field experience in a fully online setting during the height of the COVID-19 pandemic. To substitute for a lack of available elementary school children, preservice teacher acted as substitutes for children during lesson rehearsals. Preservice teachers were usually poor substitutes for actual children when evaluating the extent to which the pandemic field experience mimicked traditional field experience. Instructional videos were frequently used in an attempt to provide meaningful opportunities for preservice teachers to engage in classroom practices. The perceived usefulness of instructional videos by preservice videos varied based on the type of video that was used.
Development and Validation of a Reading Self-Efficacy Scale
Author: Kosar, Gulten
Date: 2022-00-00
Type: Journal Articles
Subjects: College Students,Student Evaluation,Reading Tests,Test Construction,Construct Validity,Content Validity,Test Reliability,Self Efficacy,Second Language Learning,English (Second Language),Foreign Countries,Factor Analysis,Factor Structure,Reading Instruction,Reading Comprehension

Reading self-efficacy performs a fundamental role in gaining academic achievement in college education. Review of the related literature unveils that it needs to be enriched by conducting further research on college students' reading self-efficacy. The paucity of investigations into college students' reading self-efficacy could have a connection with the lack of a comprehensive reading self-efficacy scale targeting exclusively measuring it. For this reason, this study aims at developing and validating a reading self-efficacy scale which could be used to measure college students' reading self-efficacy. The data was collected from three distinct groups consisting of a total of 430 students of the departments of English language teaching and English language and literature studying at state universities in Turkey. The findings obtained from exploratory factor analysis revealed that the scale had a unidimensional structure and the ones provided by confirmatory factor analysis confirmed the structure of the scale. The developed and validated 16-item reading self-efficacy scale could prompt the university teachers of reading to undertake studies with an eye to examining their students' reading self-efficacy.