ethanporcaro/eric-fulltext-meta huggingface dataset:
Supporting Efficient, Evidence-Centered Item Development for the GRE Verbal Measure. ETS GRE Board Research Report No. 03-14. ETS RR-07-29
Author: Sheehan, Kathleen M.
Date: 2007-07-00
Type: Journal Articles
Subjects: College Entrance Examinations,Graduate Study,Test Items,Item Analysis,Verbal Ability,Test Construction,Validity,Intervals,Classification,Vocabulary Skills,Thinking Skills,Inferences,Evidence,Difficulty Level,Semantics,Regression (Statistics),Statistical Analysis,Factor Analysis

This paper explores alternative approaches for facilitating efficient, evidence-centered item development for a new type of verbal reasoning item developed for use on the GRE® General Test. Results obtained in two separate studies are reported. The first study documented the development and validation of a fully automated approach for locating the types of stimulus materials needed to support more efficient generation of the studied item type. The validation results confirmed that the proposed filtering technique can help item writers increase the percentage of acceptable stimulus paragraphs located per unit time interval from the current level of about 10% to nearly 30%. The second study documented the development and validation of a set of task models designed to help item writers generate new items that are optimally constructed to provide high-quality evidence about targeted skills. The proposed models were validated by considering the percentage of difficulty variance accounted for by the specified item classifications. That amount ranged from slightly more than 30% for items designed to test vocabulary skills to slightly more than 40% for items designed to test additional verbal reasoning skills, such as generating near and far inferences and understanding complex oppositional reasoning.
Beyond First-Year Composition: Academic English Instructional Support for International Transfer Students
Author: Frodesen, Jan
Date: 2015-00-00
Type: Journal Articles
Subjects: First Year Seminars,Foreign Students,College Transfer Students,College Preparation,College Readiness,Academic Support Services,English for Academic Purposes,College Programs,Course Descriptions,Feedback (Response),Change Strategies,Student Attitudes,Writing Assignments

While many US colleges and universities offer specialized writing courses for multilingual students entering as freshmen, including international students, there is typically little instructional support for the academic English needs of international transfer students. This article describes the development and implementation of a writing course at a four-year university intended for upper-division multilingual transfer students, with focus on international students. Starting with the proposal stage, it summarizes consultations with administrators and faculty to procure funding, identify a target population, and seek input for defining course objectives. Description of course implementation includes syllabi, student profiles, and student feedback from course evaluations and writing portfolio introductions on the most helpful and most challenging aspects of the course. Student feedback offers suggestions for writing instruction in lower-division courses. In conclusion, this article recommends further development of specialized writing courses for upper-division international multilingual writers.
Where Practicum Meets Test Preparation: Supporting Teacher Candidates through EdTPA
Author: Clark-Gareca, Beth
Date: 2015-00-00
Type: Journal Articles
Subjects: Practicums,Test Preparation,Preservice Teacher Education,Preservice Teachers,Performance Based Assessment,Career Readiness,Portfolios (Background Materials),Teacher Certification,State Standards,Student Teacher Attitudes,Student Teaching,Portfolio Assessment,Teacher Evaluation

A strong focus on teacher performance is resurfacing in teacher-preparation programs across the US. EdTPA, a teacher-performance assessment designed to determine K-12 teacher candidates' readiness for the classroom, has become central in teacher-preparation programs in several states and promises to be implemented in more states in the coming months. A multidimensional portfolio compilation, the edTPA requires candidates to submit teaching artifacts (e.g., lesson plans, samples of students' work) along with narrative writing tasks that detail a teacher's instructional approach and teaching reflections. This article highlights 3 ESL teachers' experiences with and perspectives about the New York State requirement of edTPA for English as an Additional Language (EAL) certification over 2 semesters of a student-teacher practicum. These teachers' experiences provide insights into the nature of certification assessment and the perceived benefits and challenges of completing the edTPA portfolio. This article also offers suggestions for the growing number of educational programs that will experience the impact of edTPA during the coming decade.
Listening to Young Children's Voices: The Evaluation of a Coding System
Author: Tertoolen, Anja
Date: 2015-06-00
Type: Journal Articles
Subjects: Foreign Countries,Program Evaluation,Coding,Educational Research,Early Childhood Education,Childhood Attitudes,Educational Attitudes,Validity,Reliability,Young Children,Case Studies,Semi Structured Interviews,Data Analysis,Interrater Reliability,Qualitative Research

Listening to young children's voices is an issue with increasing relevance for many researchers in the field of early childhood research. At the same time, teachers and researchers are faced with challenges to provide children with possibilities to express their notions, and to find ways of comprehending children's voices. In our research we aim to provide a method for listening to, and analyzing young children's voices on educational issues. In this article we describe a new step in our research in which we are dealing with the issues of validity and reliability for the evaluation of our coding system: is our coding system for analyzing young children's voices valid and reliable?
The Impact of the National Board for Professional Teaching Standards: A Review of the Research. Research Report. ETS RR-07-33
Author: Gitomer, Drew
Date: 2007-07-00
Type: Journal Articles
Subjects: Teacher Certification,Standards,Teaching Methods,Teacher Effectiveness,Achievement Gains,Correlation,Comparative Analysis,Statistical Analysis,Middle School Teachers,Elementary School Teachers,Secondary School Teachers,Scores,Accuracy,Licensing Examinations (Professions)

Interest in the impact of the teacher advanced certification system instituted by the National Board for Professional Teaching Standards (NBPTS) has resulted in a quickly expanding body of literature. This review examines five critical issues covered in the literature: the extent to which National Board certified teachers (NBCTs) engage in stronger instructional practice, are associated with stronger learning gains in their classrooms and schools, benefit from participating in the assessment process, influence the teaching quality of their peers, and are present in schools and classrooms with different characteristics. While most comparisons provide evidence that support the incremental effectiveness of NBCTs, the effects are generally modest. However, all findings must be interpreted with caution, given the limitations of research designs, methods, and tools used to explore teacher effects.
International Students at the University of California: The Impact on Writing Center Practice
Author: Cross, Sue
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Students,Writing (Composition),Learning Resources Centers,Undergraduate Students,Writing Across the Curriculum,Delivery Systems,Enrollment Trends,Barriers,Educational Opportunities,Teaching Methods,Tutor Training,Expertise,Partnerships in Education,Peer Teaching

The dramatically increasing number of international students at University of California (UC) campuses has had a marked effect on its campus writing centers, causing a reconsideration of personnel, pedagogy, training, services, and cross-campus partnerships. In this article, writing center administrators and staff at 3 UC campuses--UC Irvine, UCLA, and UC San Diego--discuss the challenges they are encountering and the possibilities that are emerging as they pursue their mission to serve all undergraduate student writers.
Students' Response to Academic Setback: &quot;Growth Mindset&quot; as a Buffer against Demotivation
Author: Aditomo, Anindito
Date: 2015-06-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Motivation,Student Surveys,Student Reaction,Intelligence,Academic Ability,Goal Orientation,Grades (Scholastic),Grade Point Average,Path Analysis,Academic Failure,Beliefs,Attribution Theory,Correlation

It is important to understand why some students are able to bounce back following setbacks, while others become de-motivated and suffer negative consequences. This study tests a model which places students' beliefs about ability (Dweck &amp; Leggett, 1988) as a key factor which may influence students' motivational response to setbacks and achievement. A survey was conducted among second semester university students in Indonesia (N = 123, mean age 18.67 years, 81% female) enrolled in a challenging statistics course. Beliefs about intelligence, about academic ability, and goal orientation were measured at the beginning of the semester, while effort attribution and de-motivation were measured one week after the mid-term examination grades were announced. Mid-term and final examination grades were obtained from the course instructor, while first semester GPA (as an index of prior ability) was obtained from the university register. Path analysis indicated that growth mindset about academic ability (but not about intelligence) prompted the adoption of mastery goals and effort attribution, which buffered against demotivation in the face of academic setback, which in turn led to better academic achievement. This motivational pattern became more pronounced among students who experienced setback in their mid-term exam.
Refashioning the Practicum by Emphasizing Attending and Reflective Skills
Author: Oprandy, Robert
Date: 2015-00-00
Type: Journal Articles
Subjects: Practicums,Reflection,English (Second Language),Second Language Instruction,Educational History,Performance Based Assessment,Skill Development,Educational Innovation,Classroom Observation Techniques,Technology Integration,Teaching Methods,Educational Change,Field Experience Programs,Preservice Teacher Education

In their 1970 guidelines for teacher-preparation programs (TPPs), TESOL's founders promoted practicum experiences that include &quot;systematic directed observation, supervised teaching practice and progressive teaching responsibilities.&quot; TPPs with field experiences as centerpieces of their programs have been more effective in meeting the increasing demands teacher educators and their trainees face in today's performance-assessment and accountability- driven environment. Alternatives to traditional practicum structures that are more learner centered and grounded in practice provide a panoply of possibilities for those who structure TESOL preparation programs. Refashioning the practicum in ways that promote and sharpen teacher-learners' attending skills and their desire to reflect deeply and systematically on practice is the framework used here to consider the selection of innovative ideas TESOL and other teacher educators are using to strengthen their TPPs. Reorienting such programs so that theory is driven by authentic classroom experiences would align with the intent of TESOL's founders.
Writing Instructors' Perceptions of International Student Writers: What Teachers Want and Need to Know
Author: Ferris, Dana
Date: 2015-00-00
Type: Journal Articles
Subjects: Writing Teachers,Teacher Attitudes,Foreign Students,Teacher Expectations of Students,Undergraduate Students,Developmental Programs,Freshman Composition,Demography,Faculty Development,Teacher Surveys,Student Characteristics,Educational Needs,Writing Instruction,Educational Practices,Self Evaluation (Individuals),Barriers,Teaching Skills,Social Change,Online Surveys,College Faculty

University of California (UC) campuses have recently experienced a dramatic increase in the number of international degree-seeking undergraduate students. This article presents results of a UC-wide survey conducted to understand the perceptions of developmental and 1st year composition instructors about these demographic changes and to help design professional development for these instructors as they aim to better support international student writers. Results suggest the need not only for in-service training but also for advocacy by UC writing programs within the UC system in general as well as local contexts, specifically regarding placement issues, course offerings, and teacher qualifications.
Discovering Aspects of Teacher Identity through Volunteering in the Noncredit ESL Classroom
Author: Jurkunas, Lina
Date: 2015-00-00
Type: Journal Articles
Subjects: Noncredit Courses,Volunteers,Professional Identity,Practicums,Experiential Learning,English (Second Language),Graduate Students,Student Teaching,Personality Traits,Self Efficacy,Mentors,Learning Experience,Teacher Education

As many scholars in the field of TESOL (Danielewicz, 2001; Harlow &amp; Cobb, 2014; Kanno &amp; Stuart, 2011) point out, the development of teacher identity is an ongoing, multifaceted process. Thus, quite frequently, novice teachers feel as though they take on a role when they are in the classroom, as opposed to fully embodying an identity of a teacher. This article chronicles my experience as a MA TESOL student at San Francisco State University (SFSU) during my participation in a volunteer organization called Project SHINE (Students Helping in the Naturalization of Elders). Project SHINE places student volunteers in ESL classrooms in the local community college and provides the opportunity for novice teachers to gain valuable classroom experience, to engage with professionals in the field, and to work closely with ESL students. Project SHINE has served as a practicum experience during my 1st year as a MA TESOL student and has become an integral part of my growth as a teacher. Through volunteering in the ESL classroom, I have had the opportunity to make discoveries about aspects of my personality that contribute to my identity as an emerging professional in the TESOL field.
English Teachers' Self-Efficacy Beliefs and Students Learning Approaches: The Role of Classroom Structure Perception
Author: Mazlum, Farhad
Date: 2015-10-00
Type: Journal Articles
Subjects: Self Efficacy,Cognitive Style,Teacher Attitudes,Classroom Environment,Questionnaires,Foreign Countries,Personal Autonomy,Mastery Learning,Student Attitudes,Role,Path Analysis,College Students,Learning Strategies,Models,Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,High School Students,Secondary School Teachers,Likert Scales

This study aimed at investigating the direct and indirect effects that teachers' self-efficacy beliefs exert on students' learning approaches via affecting their perceptions of classroom structure. The sample included 40 English teachers and 240 first-grade female students from high schools in Iran. To collect data, three questionnaires were applied: (a) Self-Efficacy Beliefs Questionnaire was answered by the teachers, and (b) Study Process Questionnaire and Survey of Classroom Structure Goals were given to the students. Path analysis revealed that, via Motivating Tasks, Mastery Evaluation, and Autonomy Support, teachers' self-efficacy beliefs had an indirect and positive effect on students' deep learning approaches but an indirect and negative effect on their surface learning approaches. Also, teachers' self-efficacy beliefs affected students' deep learning approaches directly and positively but their surface learning approaches directly and negatively. Moreover, it was found that Motivating Tasks, Mastery Evaluation, and Autonomy Support had direct and positive effects on students' deep learning approaches but direct and negative effects on their surface learning approaches. All the relationships between model variables were statistically significant. The results tend to verify that students' perception of classroom structure plays a mediating role between teachers' self-efficacy beliefs and students' learning approaches.
University Organizational Culture through Insider Eyes: A Case Study of a Writing Program
Author: Orton, Haley
Date: 2016-01-00
Type: Journal Articles
Subjects: Case Studies,Writing Instruction,School Culture,Interviews,Qualitative Research,Cultural Influences,College Environment,Administrator Attitudes,Documentation,Content Analysis,Leadership Responsibility,College Faculty,Attitude Measures

Using a case study approach, the authors examined university administrator and instructor perspectives about a writing program's organizational culture. In so doing, members of the writing program were invited to participate in interviews over a three-year period. This qualitative case study suggests that examples of culture through a three-lens perspective (integration, differentiation, and fragmentation) provided a more nuanced reading of the program's identity than a single lens could. The authors suggest that this multi-frame view of organizational culture for understanding policy and practice has implications for academic program leadership.
Revising and Validating Achievement Emotions Questionnaire--Teachers (AEQ-T)
Author: Hong, Ji
Date: 2016-02-00
Type: Journal Articles
Subjects: Questionnaires,Psychological Patterns,Factor Analysis,Asians,Anxiety,Teacher Attitudes,Factor Structure,Reliability,Item Analysis,Cross Cultural Studies,Test Construction,Foreign Countries

Achievement Emotions Questionnaire--Teachers (AEQ-T) measures teachers' anger, anxiety, and enjoyment related to instruction. The purpose of this research is to revise and validate AEQ-T to include pride and frustration. Also, this study aimed to replicate previous research on anger, anxiety, and enjoyment and validate this expanded measure in an Asian context. The revised AEQ-T was tested using Exploratory Factor Analysis for 150 Japanese teachers, and then cross-validated with 208 Korean teachers using Confirmatory Factor Analysis. Results showed that four emotions of anger, anxiety, enjoyment, and pride had acceptable levels of internal consistency and clear factor structure. However, frustration items had low reliability and cross-loaded with anger factor. This study provides empirical evidences to include pride to measure teachers' emotions, and suggests the need to develop a more refined understanding and distinction between anger and frustration.
The Correlation between Item Parameters and Item Fit Statistics. Research Report. ETS RR-07-36
Author: Sinharay, Sandip
Date: 2007-08-00
Type: Journal Articles
Subjects: Correlation,Test Items,Item Response Theory,Goodness of Fit,Statistical Analysis,Tests,Simulation

Dodeen (2004) studied the correlation between the item parameters of the three-parameter logistic model and two item fit statistics, and found some linear relationships (e.g., a positive correlation between item discrimination parameters and item fit statistics) that have the potential for influencing the work of practitioners who employ item response theory. This paper examines the same type of linear relationships as studied in Dodeen. However, this paper adds to the literature by employing item fit statistics not considered in Dodeen, which have been recently suggested and whose Type I error rates have been demonstrated to be generally close to the nominal level. Detailed simulations show that if one uses certain of the recently suggested item fit statistics, there is no need to worry about any linear relationships between the item parameters and item fit statistics.
Instructional Leadership: The Role of Heads of Schools in Managing the Instructional Programme
Author: Manaseh, Aaron Mkanga
Date: 2016-01-00
Type: Journal Articles
Subjects: Instructional Leadership,Leadership Role,Secondary Schools,Concept Formation,Academic Achievement,Leadership Effectiveness,Focus Groups,Teacher Attitudes,Student Attitudes,Administrator Attitudes,Qualitative Research,Familiarity,Classroom Techniques,Curriculum Development,School Administration,Foreign Countries,Semi Structured Interviews,Observation

Scholars and practitioners agree that instructional leadership (IL) can be one of the most useful tools for creating an effective teaching and learning environment. This paper investigates the instructional leadership practices engaged in by heads of secondary schools to enhance classroom instruction and students learning, particularly the way they manage the school instructional programme. Two objectives guided the study: to explore the informants' understanding on the concept of IL; and to examine the role played by heads of schools (HoSs) in managing the instructional programme to enhance teachers' classroom instruction and students' learning. It draws on the qualitative data generated from interviews, focus group discussions, and observations. The informants for this study were HoSs, senior academic masters/mistresses (SAMs), teachers and students. The study findings confirm that HoSs, SAMs, teachers and students were not familiar with the concept of IL. On the other hand, the instructional programme was not effectively managed as heads of departments were not involved in curriculum coordination, syllabi were not covered on time, and HoSs did not undertake classroom observations or engage in review of curriculum materials. The paper, however, concludes that without an effective management of the instructional programme in favour of promoting teachers' classroom instruction and students' learning, efforts to that effect are doomed to fail.
Developing Global Competency in US Higher Education: Contributions of International Students
Author: Siczek, Megan M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Higher Education,Foreign Students,Educational Practices,Global Approach,Competency Based Education,Institutional Mission,Educational Strategies,Educational Opportunities,Educational Resources,Faculty Development,Student Diversity,Cultural Capital

International students are key players in realizing the goal of internationalizing US colleges and universities, particularly when it comes to engagement on issues of global significance. This article contextualizes the phenomenon of the internationalization of higher education and recent patterns of transnational mobility for international students, and then it examines internationalization on an institutional level, both the practices associated with this recognition of global interconnectivity and the discourses that accompany it. Though institutions have missed some opportunities to integrate international students into their teaching and learning communities, I argue that these diverse students are in fact rich natural resources for developing global competency in US higher education. Th is article concludes by highlighting some promising practices for integrating international students into teaching and learning environments on US campuses and emphasizing the importance of reorienting status quo approaches.