ethanporcaro/eric-fulltext-meta huggingface dataset:
Improving Noncognitive Constructs for Career Readiness and Success: A Theory of Change for Postsecondary, Workplace, and Research Applications. Research Report. ETS RR-22-04
Author: Williams, Kevin M.
Date: 2022-12-00
Type: Journal Articles
Subjects: Career Readiness,Success,Intervention,Academic Achievement,Education Work Relationship,Job Training,Outcome Measures,Job Skills,Job Performance,Predictor Variables

Researchers and practitioners in postsecondary and workplace settings recognize the value of noncognitive constructs in predicting academic and vocational success but also perceive that many students or employees are lacking in these areas. In turn, there is increased interest in interventions designed to enhance these constructs. We provide an empirically informed theory of change (ToC) that describes the inputs, mechanisms, and outputs of noncognitive construct interventions (NCIs). The components that inform this ToC include specific relevant constructs that are amenable to intervention, intervention content and mechanisms of change, methodological considerations, moderators of program efficacy, recommendations for evaluating NCIs, and suggested outcomes. In turn, NCIs should provide benefits to individuals, institutions, and society at large and also advance our scientific understanding of this important phenomenon.
Studies of Possible Effects of GRE® ScoreSelect® on Subgroup Differences in GRE® General Test Scores. Research Report. ETS RR-22-13
Author: Klieger, David M.
Date: 2022-12-00
Type: Journal Articles
Subjects: College Entrance Examinations,Graduate Study,Scores,High Stakes Tests,College Admission,Admission Criteria,Differences

Intended consequences of giving applicants the option to select which test scores to report include potentially reducing measurement error and inequity in applicants' prior test familiarity. Our first study determined whether score choice options resulted in unintended consequences for lower performing subgroups by detrimentally increasing score gaps in ways and for reasons that the research literature had suggested. Our follow-up study explored possible determinants of changes in score gaps attributable to score choice options. Using GRE® SCORESELECT®, the score choice system for the GRE general test, we concluded that unintended consequences were few, small in magnitude, and usually undetectable. To the extent that unintended consequences occurred, they were limited to effects for citizenship subgroups and generally benefited lower performing subgroups.
Mapping &quot;TOEFL® Essentials&quot;™ Test Scores to the Canadian Language Benchmarks. &quot;TOEFL&quot;® Research Report. TOEFL-RR-100. ETS Research Report No. RR-22-16
Author: Papageorgiou, Spiros
Date: 2022-12-00
Type: Journal Articles
Subjects: Foreign Countries,Language Tests,English (Second Language),Second Language Learning,Test Results,Scores,Benchmarking,Standard Setting (Scoring),Cutting Scores,Test Interpretation

In this research report, we describe a study to map the scores of the &quot;TOEFL® Essentials&quot;™ test to the Canadian Language Benchmarks (CLB). The TOEFL Essentials test is a four-skills assessment of foundational English language skills and communication abilities in academic and general (daily life) contexts. At the time of writing this report, the test was the most recent addition to the &quot;TOEFL&quot;® Family of Assessments. TOEFL Essentials test scores are intended to provide academic programs and other users with reliable information regarding the test taker's ability to understand and use English. Mapping of scores to widely used language frameworks such as the CLB provides additional support for interpreting test results and for making inferences regarding test-taker abilities. The score mapping process consisted of the following steps, as recommended in the literature: (a) establishing construct congruence between the test content and the performance descriptors of the CLB; (b) establishing recommended minimum test scores (cut scores) required to classify language learners into CLB levels, based on the judgments of local experts; and (c) providing evidence of procedural, internal, and external validation of the recommended cut scores.
The Impact of Using Synthetically Generated Listening Stimuli on Test-Taker Performance: A Case Study with Multiple-Choice, Single-Selection Items. TOEFL® Research Reports. RR-98. ETS?RR-22-05
Author: Choi, Ikkyu
Date: 2022-12-00
Type: Journal Articles
Subjects: Test Wiseness,Multiple Choice Tests,Test Items,Difficulty Level,Listening Skills,English (Second Language),Language Tests,Second Language Learning,Item Response Theory,Speech,Assistive Technology

Synthetically generated speech (SGS) has become an integral part of our oral communication in a wide variety of contexts. It can be generated instantly at a low cost and allows precise control over multiple aspects of output, all of which can be highly appealing to second language (L2) assessment developers who have traditionally relied upon human voice actors for recording audio materials. Nevertheless, SGS is not widely used in L2 assessments. One major concern in this use case lies in its potential impact on test-taker performance: Would the use of SGS (as opposed to using human voice actor recordings) change how test takers respond to an item? In this study, we investigated using SGS as stimuli for English L2 listening assessment items on test-taker performance. The data came from a pilot administration of multiple new task types and included 653 test takers' responses to two versions of the same 13 items, differing only in terms of their listening stimuli: a version using human voice actor recordings and the other version with SGS files. Multifaceted comparisons between test takers' responses across the two versions showed that the two versions elicited remarkably comparable performance. The comparability provides strong empirical evidence for the use of SGS as a viable alternative for human voice actor recordings in the immediate domain of L2 assessment as well as related domains such as learning material and research instrument development.
Validating HiSET® Tests as High School Equivalency Tests That Improve Educational, Vocational, and Quality-of-Life Outcomes. Research Report. ETS RR-22-14
Author: Klieger, David M.
Date: 2022-12-00
Type: Journal Articles
Subjects: High School Equivalency Programs,Equivalency Tests,Credentials,College Readiness,Career Readiness,Employment Opportunities,Quality of Life,Grades (Scholastic),Scores,College Entrance Examinations,Educational Attainment,Outcomes of Education,Wages,Salaries

Results from two studies provided strong evidence for the validity of the HiSET® tests, thereby demonstrating that HiSET is a well-developed battery of tests with passing and college and career readiness (CCR) standards that, when met, provide a pathway to postsecondary education, better employment opportunities and wages, and a better quality of life to those who are unable to experience a traditional high school education. Positive relationships exist between HiSET scores and both high school grades and ACT scores, including high levels of agreement between HiSET CCR indicators and ACT CCR indicators. Therefore, evidence supports the claim that HiSET scores are measures of high school equivalency, preparedness for middle skills jobs, and college readiness. Furthermore, there is evidence that passing the HiSET provides value to stakeholders. Passing the HiSET battery is associated with gaining academic and personal skills, college enrollment, employment gains (e.g., obtaining employment, obtaining more full-time employment, wage increases, and improvement in a job or position), and quality-of-life improvements.
Effect of Mind Mapping Technique on Learning Success in Teaching Substantive Verbs in Turkish Language Education
Author: Topal, Semih
Date: 2022-00-00
Type: Journal Articles
Subjects: Verbs,Turkish,Comparative Analysis,Teaching Methods,Cognitive Mapping,Instructional Effectiveness,Secondary School Students,Textbooks,Learning Activities,Language Tests,Scores,Language Teachers,Learning Processes,Literacy,Foreign Countries

In the current study, the effect of mind map technique on the teaching success of substantive verbs is researched. To this end, pretest, post-test paired control group design was used. The study group of the study consisted of 48 students in 7/A and 7/B classes in a secondary school affiliated to the Directorate of National Education in the Province of Balikesir. In the research, a pretest was applied to evaluate the level of knowledge on the acquisition of &quot;S/he uses substantive verbs in accordance with their functions&quot;. Following the pretest application, mind map technique regarding the above-mentioned acquisitions in line with daily plans was administered in the experimental group; however, four weeks of practice was applied through the activities in the textbook using the lecturing method and, then, post-test was administered to determine the learning level. After 21 days from the post-test, permanence test was applied. Based on the research findings, to what extent the above- mentioned technique contributed to the teaching of substantive verbs was intended to be revealed. Mann-Whitney U Test was utilized to analyse the pretest scores of experimental and control groups; Dependent Variables T Test to analyse pretest, post-test scores of experimental group and Wilcoxon Signed- Rank Test to analyse the difference between pretest and post-test scores of the control group. Furthermore, Mann-Whitney U Test was used to analyse the difference between post-test scores of the experimental and control groups; dependent Variables T Test to analyse the post-test scores of experimental group and permanency test scores and Wilcoxon Signed- Rank Test to analyse the post-test scores of the control group and permanency test scores. The results showed that the use of mind map technique contributed to the student achievement, learning permanence, and the teaching of substantive verbs. It has been thought that the inclusion of this technique in the lessons by Turkish language teachers will increase the success of the course and the learning permanence. From a wider perspective, it will contribute positively to student's literacy skills.
Effect of Vocabulary Instruction Integrated with Writing Exercises on Word Learning, Retention, and Awareness
Author: Taga, Tahir
Date: 2022-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Writing Exercises,Retention (Psychology),Grade 7,Middle School Students,Word Recognition,Intervention,Instructional Effectiveness,Foreign Countries

This study aimed to determine the effect of vocabulary instruction integrated with writing exercises on vocabulary learning, retention, and awareness. The research was designed according to the sequential explanatory mixed-method design, in which quantitative and qualitative methods were used together. A quasi-experimental model with a pretest-posttest control group was used in the quantitative phase. The study group of the quantitative stage consisted of 76 seventh-grade students in two experimental and one control group. The target words were taught according to the vocabulary instruction integrated with writing exercise in group A, enriched vocabulary instruction in group B, and traditional vocabulary instruction in the control group. In the qualitative phase, the participants were interviewed to determine to what extent they had learned the target words in terms of meaning and use. For this, three students from each group were selected and these students were interviewed about specific target words during the intervention. In addition, at the end of the intervention, the opinions of the students and their teacher in group A were elicited. Quantitative and qualitative findings revealed that vocabulary instruction integrated with writing exercises contributed to students' better learning of target words, the permanence of their learning, and the development of word awareness.
A Qualitative Research on the Problems Faced by Physical Education Teachers Working with Individuals with Autism
Author: Dogan, Yeliz Ilgar
Date: 2022-00-00
Type: Journal Articles
Subjects: Autism Spectrum Disorders,Students with Disabilities,Physical Education Teachers,Barriers,Physical Education,Teacher Characteristics,Teaching Conditions,Teaching Methods,Educational Environment,Environmental Influences,Family (Sociological Unit),Teacher Salaries,Preservice Teacher Education,Instructional Materials,Educational Facilities,Foreign Countries

The aim of this study is to determine the problems experienced by physical education teachers working with individuals with autism in the field of work and during the working process, with their own experiences and expressions. Knowing that the answers to be given by entering the inner world of the individual with a phenomenological method are relative, the individual with special needs and the difficulties he encounters, as well as the ways of coping with these difficulties and solution suggestions are discussed. The research was carried out with the voluntary participation of 5 physical education teachers working with private individuals. In this research, a qualitative research method and semi-structured interview technique were used. It includes descriptive-content analysis and interpretation of the data obtained with the interview form. Categories were created for each question. Responses were analyzed in 4 categories. In this process, it has been tried to determine the role of factors such as the problems experienced or faced by physical education teachers, the difficulties and the ways of struggling with them, the functioning of the course, the size of the field and material, the environment, family, institutions and economics in this process.
Implementation, Outcomes, and Effectiveness of Research-Based Learning: A Systematic Literature Review
Author: Arifin, Zainal
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Methods,Instructional Effectiveness,Outcomes of Education,Curriculum Implementation,Literature Reviews,Research,Higher Education

RBL (Research-Based Learning) is multi-faced learning. RBL can be applied through different instructional strategies and techniques. The outcome of RBL itself also varies according to the skills needed in the 21st century. However, RBL requires specific guidance on how to implement it properly and correctly so that the multi-faced RBL can be directed and maximize its effectiveness. This study aims to identify the implementation, outcome, and effectiveness of RBL. This study conducted a systematic literature review of 449 articles related to RBL. A number of these articles were selected through inclusion and exclusion criteria, which included a timeline, type of document, source, and language. Finally, 40 articles were selected for analysis. This study incorporates multiple research designs, where the review meets the Publishing Standards for Item Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). Science Direct, Eric, and Google Scholar as databases were used to find articles in this study. The results showed that RBL can be implemented properly in three ways, namely RBL as a method, RBL development which in this case must go through trials first, and integration of RBL in further learning also requires trials. While the outcomes of RBL include cognitive, attitude, and skill aspects. Finally, the effectiveness of RBL still requires further research related to the attitude aspect.
Listening Motivation of Secondary School Students in Terms of Various Factors
Author: Özkan, Nese Kara
Date: 2022-00-00
Type: Journal Articles
Subjects: Listening,Student Motivation,Secondary School Students,Predictor Variables,Gender Differences,Eating Habits,Individual Differences,Sleep,Age Differences,Foreign Countries,Listening Skills

Listening motivation is defined as the desire that an individual feels before or during listening in order to understand. An individual's reluctance towards listening activity indicates her/his lack of motivation. The lack of motivation to listen prevents the effective realization of listening, which has a great share in learning and communication. This study, which examined the listening motivation of secondary school students in terms of various variables, consisted of a study group of 682 participants. The scale developed by Dölek and Yildirim (2021) was used in the research. While the independent sample t-test was applied to measure the contribution of gender and breakfast habits to listening motivation, one-way analysis of variance (ANOVA) was applied to determine the contribution of class level, daily screen time, and daily sleep duration to listening motivation. The results indicated no difference in listening motivation of students with different genders, class levels, daily time spent in front of the screen, daily sleep duration, and breakfast habits. At the end of the research, suggestions were developed to provide listening motivation.
The Use of Reported Past Tense in Gossip Narratives: A Study on Turkish Textbooks for Foreigners
Author: Öztürk, Burcu
Date: 2022-00-00
Type: Journal Articles
Subjects: Turkish,Second Language Instruction,Textbooks,Language Usage,Textbook Content,Grammar

The reported past tense is one of the basic grammar topics taught to learners in the teaching of Turkish as a foreign language. It is explained in the Turkish textbooks used for foreign language teaching that this mode has functions of &quot;hearing from another&quot; and &quot;become aware of the events in a later time&quot;. In our daily lives, this mode is not welcomed well to a certain extent in society; however, it is also used in &quot;gossip&quot; in relation to the function of hearing from someone else. Although gossip narratives in Turkish textbooks for foreigners are included as one of the examples of this mode, it is not explained for what purpose this mode serves. In this study, the functions of the reported past tense with &quot;-mIs&quot; morpheme in Turkish were summarized based on the relevant literature and with reference to the literature with the usage of verbs conjugated with &quot;-mIs&quot; suffix in gossip narratives were emphasized; by focusing on how &quot;-mIs&quot; suffix is presented in the textbooks for teaching Turkish to foreigners, the inclusion of gossip-functioned texts in the books were evaluated in a critical approach.
Understanding the Collocation Issues and Problems in Turkish Language
Author: Ates, N. Tayyibe
Date: 2022-00-00
Type: Journal Articles
Subjects: Phrase Structure,Turkish,Language Usage,Native Speakers,Word Frequency,Syntax,Linguistic Input,Semantics,Pragmatics,Classification,Novels,Story Telling,Figurative Language,Literacy,Native Language,Second Language Learning,Second Language Instruction,Content Analysis,Computational Linguistics,Fairy Tales,Reading Materials,Verbs

Collocations make it possible to use and understand the language in an effective way. In this context, understanding collocation issues is important for both native speakers and language learners. This study aims at revealing certain determinations and problems with regard to the classification of word combinations in Turkish. For this purpose, descriptive analysis, content analysis, and category and frequency analyses have been employed herein. The sample of the study is composed of narrative (tale, story, and novel) texts selected through the cluster sampling method according to the level of 5th-8th grade students. Linguistic input of (+/-) 624,089 words has been entered into the research corpus as a result of the process involving the import of the texts into the electronic environment via a scanner, their digitization through conversion to text format, and their coding to be processed in Turkish language (ISO). The study involves the individual evaluation of word combinations in terms of their syntactic, semantic and pragmatic aspects. Then, the classification of these combinations has been applied as semi-restricted collocations, restricted collocations, figurative idioms, and pure idioms in terms of semantics, according to their structure whether it is syntactic dual or multiple. Generally, the semantic order of word combinations in narrative texts has been found to be as follows: Free combinations &gt; semi-restricted collocations &gt; restricted collocations &gt; figurative idioms &gt; pure idioms. The findings obtained reveal certain problems specific to the Turkish language with regard to the detection of word combinations, especially collocations, via programs. The study contributes to the literature as descriptions of word combinations in Turkish. More importantly it is thought that it will contribute to the development of literacy skills of students both in mother tongue education and foreign language learning.
What Do School Principals Think about Refugee Students? Experienced Problems and Possible Solutions
Author: Yavas, Tuba
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary Schools,Principals,Refugees,Secondary School Students,Administrator Attitudes,Problems,Barriers,Educational Practices

This research is a qualitative case study that examines the problems experienced by school principals in the Reyhanli district of Hatay Province in the education of Syrian students and their possible solutions. The sample of the research consists of the principals of 12 schools with the highest number of Syrian students in the Reyhanli district of Hatay Province, using the criterion sampling technique. The data related to the research were obtained from the answers given to the questions prepared by the researcher. The data were subjected to content analysis and results were obtained under two main headings (&quot;Problems Experienced with Syrian Students in Secondary Schools and Solution Suggestions for Syrian Students' Problems&quot;) and 4 themes (&quot;communicative, disciplinary, psychological and sociological&quot;). According to the results obtained, school principals stated that they had problems in communication (specifically, &quot;the language problem&quot;) and discipline, student and parents' adaptation to school, and identity information confusion in the e-school in the schools where they work. School principals stated that these problems stemmed from the deteriorated population structure in Reyhanli, and for this reason, reducing the Syrian population in Reyhanli by evenly distributing it to other provinces and districts may be the solution. They suggested that it would be beneficial to increase the number of Turkish courses, the number of Turkish lessons and at the same time cultural adaptation activities to solve the language problem. In the sociological dimension, a proposal was made for the integration of e-school with the population directorate.