ethanporcaro/eric-fulltext-meta huggingface dataset:
Test Anxiety, Computer-Adaptive Testing and the Common Core
Author: Colwell, Nicole Makas
Date: 2013-10-00
Type: Journal Articles
Subjects: Test Anxiety,Computer Assisted Testing,Evaluation Methods,Standardized Tests,Test Bias,Educational Technology,Test Items,Difficulty Level,Student Evaluation,Ability Identification,Elementary Secondary Education,Effect Size,Scores,Socioeconomic Status,High Stakes Tests,Summative Evaluation

This paper highlights the current findings and issues regarding the role of computer-adaptive testing in test anxiety. The computer-adaptive test (CAT) proposed by one of the Common Core consortia brings these issues to the forefront. Research has long indicated that test anxiety impairs student performance. More recent research indicates that taking a test in a CAT format can affect the ability estimates of students with test anxiety. Inaccurate measures of ability are disconcerting because of the threat they pose to the validity of test score interpretation. This paper raises concerns regarding how the implementation of a computer-adaptive test for a large-scale common core assessment system could differentially affect students with test anxiety. Issues of fairness and score comparability are raised, and the implications of these issues are discussed.
The Patchwork Text Assessment--An Integral Component of Constructive Alignment Curriculum Methodology to Support Healthcare Leadership Development
Author: Leigh, J. A.
Date: 2013-04-00
Type: Journal Articles
Subjects: Foreign Countries,Alignment (Education),Curriculum Based Assessment,Graduate Students,Medical Students,Leadership Training,Global Approach,Constructivism (Learning),Case Studies,Evaluation Methods,Models,Content Analysis,Curriculum Development,Learning Activities,Theory Practice Relationship,Transfer of Training,Lifelong Learning,Professional Development,Health Services

Background: A responsive and innovative postgraduate programme curriculum that produces an effective and competent multi professional healthcare leader whom can lead within the United Kingdom (UK) and international healthcare context offers a promising approach to contributing towards the challenging global healthcare agenda. Aims: The aim of the study is to evaluate the impact of utilising constructive alignment curricular methodology incorporating the Patchwork Text Assessment on the healthcare leadership development of UK and international postgraduate students. Design: Case study design, incorporating Kirkpatrick's Five Levels of Evaluation Model. Settings and Participants: 12 post graduate students (multi-professional, UK and international) studying on a healthcare leadership and management programme at one UK University in the North West of England. Methods: Retrieval of the critical commentary produced and submitted by students as part of the Patchwork Text Assessment process Data Analysis: Thematic content analysis approach. Results: Four key themes emerged demonstrating how the success of constructive alignment and the Patchwork Text Assessment in promoting deep learning for UK and international postgraduate healthcare leadership students is underpinned by principles of good practice and these include: a) Curriculum planners incorporating work based learning activities into the generated learning activities; b) Curriculum planners creating the best learning environment so the student can achieve the learning activities; c) Providing the learning activities that reflect the real world of healthcare leadership; d) Providing students with opportunities to contextualise theory and practice through relevant patchwork activity and learning activities; e) Equipping students with the transferable postgraduate skills (through learning activities and patch working) to embark on a journey of lifelong learning and continuous professional development; f) Targeting the postgraduate programme /module intended learning outcomes and assessment patches against contemporary leadership qualities frameworks; g) Providing students with opportunities to reflect in multi- professional groups that remain constant in terms of facilitator and supervisor; and h) Creating the learning opportunities for students to apply their learning to their own healthcare organisation.
Building Substantive Engagement through the Use of Connection Prompts
Author: Alamar, Amy
Date: 2013-10-00
Type: Journal Articles
Subjects: Prompting,Grade 2,Elementary School Students,Prediction,Questioning Techniques,Interpersonal Communication,Discussion (Teaching Technique),Reading Skills,Reading Comprehension,Teaching Methods,Thinking Skills,Cooperative Learning,Critical Thinking,Qualitative Research,Clubs,Student Reaction,Responses,Private Schools,Interviews,Classification,Time on Task,Learner Engagement

Conversation is a strategy that helps students build reading skills and improve reading comprehension. This study describes the implementation of connection prompts in a 2nd-grade classroom to support students in making predictions, questioning the text, and initiating further conversation. Research suggests that once conversation is initiated, students learn how to carry a conversation and can use it to help build understanding. A qualitative research design was used to identify key themes that emerged from multiple visits to the classroom. There was an increase over time in the frequency of students making connections/predictions, questioning the text, questioning other students, using the connections to think about the text, and working together to build a deeper understanding of the text with the regular use of connection prompts. Further, the connection prompts helped the teacher and students remain focused and on-task. The connection prompts are a simple tool to promote critical thinking through conversation.
Using Non-Personal Computers for eLearning: Sri Lankan Experience
Author: Liyanagunawardena, Tharindu R.
Date: 2013-10-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Uses in Education,Access to Computers,Educational Technology,Qualitative Research,Interviews,Undergraduate Students,Barriers,Costs,Geographic Location,Student Needs,Computer Centers,Distance Education,Case Studies

Communal Internet access facilities or telecentres are considered a good way to provide connectivity to people who do not possess home connectivity. Attempts are underway to utilize telecentres as eLearning centres providing access to learning materials to students who would otherwise not be able to take up eLearning. This paper reports on the findings of qualitative interviews conducted with 18 undergraduate students from two Sri Lankan universities on their eLearning experiences using communal Internet access centres. The findings suggest that despite the efforts by telecentres to provide a good service to eLearners, there are various problems faced by students including: costs, logistics, scarcity of resources, connectivity speeds, excessive procedures, and lack of support. The experiences of these Sri Lankan students suggest that there is much that needs to be understood about user perspectives in using telecentres, which could help formulate better policies and strategies to support eLearners who depend on communal access facilities.
Physical Education Majors' Judgments about Inclusion and Teaching Students with Disabilities
Author: Hodge, Samuel R.
Date: 2013-04-00
Type: Journal Articles
Subjects: Physical Education Teachers,Inclusion,Disabilities,Mainstreaming,Attitudes toward Disabilities,Regular and Special Education Relationship,Majors (Students),Preservice Teachers,College Students,Surveys,Student Teacher Attitudes,Student Attitudes,Gender Differences,Racial Differences,Ethnic Groups,Statistical Analysis,Behavior Theories

The purpose of this study was to analyze the beliefs about inclusion and teaching students with disabilities of physical education (PE) majors from universities in North Carolina (NC). The participants were PE majors (n = 147) and other enrolled students (n = 30) at colleges and universities in NC. The research method was descriptive survey (Fraenkel &amp; Wallen, 1990) situated in the theory of planned behavior (Ajzen, 2001). A survey was used to collect posttest data, which were analyzed with Kruskal-Wallis ANOVA tests to determine differences as a function of gender, ethnicity, and experience teaching persons with disabilities. The participants did not differ in their beliefs about the &quot;concept&quot; of inclusion. In contrast, there were differences as a function of gender and ethnicity in acceptance of teaching students with disabilities and perceived need for additional preparation. Implications of this research for professional preparation are discussed.
Resilience: The Role of Optimism, Perceived Parental Autonomy Support and Perceived Social Support in First Year University Students
Author: Dawson, Michelle
Date: 2013-10-00
Type: Journal Articles
Subjects: Resilience (Psychology),Personality Traits,Parent Influence,Personal Autonomy,Social Support Groups,College Freshmen,Coping,Predictor Variables,Multiple Regression Analysis,Foreign Countries,Student Adjustment,Online Surveys

Throughout our lifespan we face many challenges which are often referred to as transitions. The move to university is one such transition which may place individuals at risk of suffering ongoing significant life stress, anxiety and uncertainty. Optimism, promotion of independent functioning (PIF), promotion of volitional functioning (PVF) and perceived social support (PSS) appear to be beneficial in coping with university transition and positive adaptation to adversity as well as being associated both directly and indirectly with resilience. This study was conducted in two stages which examined the mechanisms of optimism, PIF, PVF and PSS and their predictive relationship with resilience in first year university students during two semesters. The results indicated that students with higher levels of optimism, PIF, PVF and PSS experienced higher levels of resilience. In Stage One (N = 95), the multiple regression analysis (MRA) indicated optimism (ps &lt;0.01), PIF (ps &lt;0.05) and PVF (ps &lt;0.05) independently and significantly predicted resilience. In Stage Two (N= 103) the MRA indicated that only optimism and PSS uniquely predicted resilience (ps &lt; 0.01). This study contributed to the limited research conducted in Australia concerning the resilience of first year university students.
The Influences of Pre-Testing Reviews and Delays on Differential-Associative Processing versus Conditions in Which Students Chose Their Learning Strategy
Author: Hannon, Brenda
Date: 2013-10-00
Type: Journal Articles
Subjects: Learning Strategies,Comparative Analysis,Cognitive Processes,Associative Learning,Testing,Responses,Mnemonics,Definitions,Control Groups,Undergraduate Students,Computer Assisted Testing,Multiple Choice Tests,Teaching Methods,Concept Formation,Questionnaires,Student Attitudes,Statistical Analysis,Introductory Courses

Recent studies show that a new strategy called differential-associative processing is effective for learning related concepts; however, our knowledge about differential-associative processing is still limited. Therefore the goals of the present study are to assess the duration of knowledge that is acquired from using differential-associative processing, to determine whether the efficacy of differential-associative processing changes with the addition of a 10-minute pre-testing review, and to compare differential-associate processing to two conditions in which students select their own learning strategy. The results revealed that differential-associative processing was a better strategy for learning related concepts than were either of the two comparison conditions. They also revealed that a 10-minute pre-testing review had a positive additive influence on differential-associative processing. Finally, although the knowledge acquired from using differential-associative processing declined with an increase in delay between learning and testing, the speed of this decline was equivalent to the speed of the decline observed for both comparison conditions.
Using the SIOP Model for Effective Content Teaching with Second and Foreign Language Learners
Author: Kareva, Veronika
Date: 2013-10-00
Type: Journal Articles
Subjects: Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Outcomes of Education,Educational Quality,Instructional Effectiveness,Models,Immigrants,Literacy,Native Language,Bilingualism,Course Content,English for Special Purposes,Lesson Plans,Prior Learning,Linguistic Input,Language Proficiency,Classroom Observation Techniques,Faculty Development,Foreign Countries

In this paper we present a comprehensive model of instruction for providing consistent, high quality teaching to L2 students. This model, the SIOP Model (Sheltered Instruction Observation Protocol), provides an explicit framework for organizing instructional practices to optimize the effectiveness of teaching second and foreign language learners. The SIOP Model includes features that promote acquisition of both subject area content (e.g., math, science, literature) and language development (the target language). The SIOP Model is presented in the context of three settings: immigrant students who may or may not have grade-level literacy in their mother tongue, bilingual students who are learning content through a foreign language and students of English as a foreign language who are learning professional content in English through English for Specific Purposes (ESP) course. Our experience from all three settings indicates that there is significant improvement in achieving the learning outcomes for English Language Learners by using this model of instruction.
Social Validity Evaluation of the FRIENDS for Life Program with Mexican Children
Author: Gallegos-Guajardo, Julia
Date: 2013-04-00
Type: Journal Articles
Subjects: Program Effectiveness,Spanish,Cognitive Restructuring,Behavior Modification,Intervention,Social Development,Emotional Development,Anxiety,Coping,Depression (Psychology),Empowerment,Relaxation Training,Interpersonal Competence,Positive Attitudes,Preadolescents,Children,Parent Attitudes,Student Attitudes,Teacher Attitudes,Surveys,Gender Differences,Correlation,Satisfaction,Foreign Countries,Elementary School Students,Questionnaires,Pretests Posttests

This study is the first social validity evaluation of the Spanish version of the &quot;FRIENDS for Life&quot; program with Mexican children. &quot;FRIENDS for Life&quot; is a cognitive-behavioral intervention aimed at increasing social and emotional competence and decreasing anxiety and depressive symptoms in children. The program is designed to empower children and families by teaching relaxation techniques, coping and interpersonal skills, and positive thinking. Participants were 498 students, ages 9 to 11. Upon completion of the program, students, parents, and teachers were surveyed regarding their perceptions on the utility and enjoyability, and their global satisfaction. Results indicate that students, parents, and teachers evaluate the program as helpful and enjoyable. Gender differences were found, girls reported the program as more useful and enjoyable than boys. The skill that students and parents found more useful was changing negative thoughts into positive, and positive correlations were also found between level of satisfaction and outcome measures.
Enhancing Theory-of-Mind Discourse among Deaf Parents of Children with Hearing Loss
Author: Ziv, Margalit
Date: 2013-10-00
Type: Journal Articles
Subjects: Theory of Mind,Hearing Impairments,Children,Deafness,Parents,Social Development,Emotional Development,Developmental Delays,Parent Role,Mothers,Parent Child Relationship,Interaction,Workshops,Foreign Countries,Questionnaires,Child Development

Children with hearing loss often have difficulties in the socio-emotional domain that can be attributed to a significant delay in the development of theory of mind (ToM). The current article describes a workshop aimed at enhancing deaf parents' awareness of the importance of ToM development and enriching parent-child conversations with developmentally appropriate mental state contents. Eight deaf mothers from mid- low SES background participated in six sessions and were guided to enrich their mental discourse while naturally interacting with their deaf children. The mothers' use of mental terms was assessed at the beginning and end of the program. Following their participation in the workshop, mothers used more mental terms when interacting with their children, explained more elaborately mental motives underlying people's behavior and described their children's personality by referring more frequently to their social likes and dislikes. We conclude that parental guidance that addresses parents' interests and needs can assist in enriching their mental discourse and mediation when interacting with their children. As parents are major agents in enhancing development of theory of mind, the reported change may have long-lasting effects on their children.
Using Action Verbs as Learning Outcomes: Applying Bloom's Taxonomy in Measuring Instructional Objectives in Introductory Psychology
Author: Nevid, Jeffrey S.
Date: 2013-10-00
Type: Journal Articles
Subjects: Verbs,Taxonomy,Introductory Courses,Psychology,Outcomes of Education,College Students,Item Analysis,Difficulty Level,Student Evaluation,Thinking Skills,Heuristics,Test Items,Outcome Measures

We used a set of action verbs based on Bloom's taxonomy to assess learning outcomes in two college-level introductory psychology courses. The action verbs represented an acronym, IDEA, comprising skills relating to identifying, defining or describing, evaluating or explaining, and applying psychological knowledge. Exam performance demonstrated that higher level cognitive skills in Bloom's taxonomy represented by the action verbs &quot;evaluating&quot; and &quot;explaining&quot; were the most difficult for students to acquire and also showed the highest item discrimination index in differentiating between better and poorer students. This study provides a heuristic framework for evaluating areas of relative strength and weakness in acquired skills in college coursework.
Development of Questionnaire on Emotional Labor among Primary and Secondary School Teachers
Author: Liu, Yanling
Date: 2015-01-00
Type: Journal Articles
Subjects: Questionnaires,Test Construction,Elementary School Teachers,Secondary School Teachers,Emotional Response,Factor Analysis,Teacher Role,Foreign Countries,Test Validity,Test Reliability,Correlation,Adjustment (to Environment)

In this study, based on the analysis of existing definitions of emotional labor, operational definition of teachers' emotional labor is given and questionnaire on emotional labor among primary and secondary school teachers is developed. Research results: exploratory factor analysis shows that teacher's emotional labor involves three dimensions including surface acting, active deep acting and passive deep acting; the questionnaire has good reliability and validity; confirmatory factor analysis shows that emotional labor questionnaire involving three factors is established, which further verifies the validity of scale on emotional labor among primary and secondary school teachers.
Family Involvement in the Schools of Belize
Author: Youngblom, Rachel K.
Date: 2015-01-00
Type: Journal Articles
Subjects: Family Involvement,Family Attitudes,Family School Relationship,Questionnaires,Family Environment,Parent Teacher Conferences,Parent Participation,Parent Surveys,Elementary Secondary Education,Foreign Countries

This study was conducted to better understand the level of involvement of families in Belize with the education of their children. It was anticipated that information from this broadly distributed survey might show areas of current strengths and weakness in the current system that might allow for future adjustments.
Evaluation of Community Health Education Workshops among Chinese Older Adults in Chicago: A Community-Based Participatory Research Approach
Author: Dong, Xinqi
Date: 2013-04-00
Type: Journal Articles
Subjects: Health Education,Workshops,Elder Abuse,Nutrition,Chinese Americans,Older Adults,Participatory Research,Cancer,Neurological Impairments,Depression (Psychology),Knowledge Level,Risk,Outcomes of Education,Health Promotion,Community Programs,Program Design,Health Personnel,Public Policy,Health Behavior,Behavior Change,Statistical Analysis,Questionnaires,Comparative Analysis

Background: Health education is one of the proven ways to improve knowledge and change health attitudes and behaviors. This study is intended to assess the effectiveness of five health workshops in a Chinese community, focusing on depression, elder abuse, nutrition, breast cancer and stroke. Methods: A community-based participatory research approach was implemented to plan and organize the workshops. A total of 236 Chinese community-dwelling older adults participated in different health workshops. Quantitative questionnaires on knowledge, risk factors and outcomes of each health topic were distributed before and after the workshop. Pre and post workshop comparison analyses were conducted to examine the effectiveness of the workshops on knowledge and learning. Results: Overall, the health workshops have significantly improved participants' understanding throughout the five health themes (P&lt;0.05). Whereas Chinese older adults have limited knowledge on depression, nutrition and stroke, their health knowledge regarding depression and elder abuse were significantly improved after attending the workshops. In addition, health education workshops increased older adults' understanding of the risk factors and consequences of depression, elder abuse and breast cancer. Conclusion: This study sheds light on the importance of promoting health education, and the complexity and challenges of designing health education for community dwelling Chinese older adults. Significant implications for researchers, community service providers, health service workers and policy makers are discussed.
University Students' Perception of the Pedagogical Use of Podcasts: A Case Study of an Online Information System Course
Author: Khechine, Hager
Date: 2013-10-00
Type: Journal Articles
Subjects: Educational Technology,Teaching Methods,Case Studies,Online Courses,Undergraduate Students,Audio Equipment,Handheld Devices,Information Dissemination,Technology Uses in Education,Instructional Effectiveness,Foreign Countries,Business Administration Education,Coding,Questionnaires,Content Analysis,Student Motivation

Previous studies on podcasting assessed the usage impact of this technology on some cognitive and affective variables such as learning, performance efficiency, satisfaction and anxiety. However, these studies assumed that students had adopted podcasting without questioning their opinions. In order to reach a deeper understanding of students' perception of podcasting, this study aimed at examining two aspects: the advantages and the disadvantages of podcast use. A case study relying on open-ended questions was conducted among 130 participants enrolled in an online undergraduate business course. Obtained results indicated that practical aspects of use of this technology, such as improving attention and facilitating note-taking, dominated among the advantages. Lack of interaction and visual contact was one of the most notable disadvantages. This study could help enrich existing theoretical writings and empirical research about podcasts. It practical contributions would lead professors and educational tool creators to think about the relevance of developing and using podcasts for academic purposes.