ethanporcaro/eric-fulltext-meta huggingface dataset:
Development of an Achievement Test to Measure Students&apos; Competency in General Mathematics
Author: Mamolo, Leo A.
Date: 2021-04-00
Type: Journal Articles
Subjects: Test Construction,Achievement Tests,Mathematics Achievement,Student Evaluation,Test Validity,Test Reliability,Test Items,High School Students,Mathematics Tests,Foreign Countries

The first batch of graduates in the country under the K-12 curriculum graduated in 2018. Thus, a call for an evaluation of students' acquired competency is essential. That's why, there is a need for the construction of assessment tools. In this study, a valid, reliable, and item quality achievement test in General Mathematics was developed. Eight experts examined the test for its improvement and refinement. The test was pilot-tested to 425 senior high school students, was item analyzed, and was subjected to a reliability test. Forty questions were included in the final form of the test. The average item difficulty was 0.40, which means intermediate while the average item distinctiveness was 0.34, which signifies well items. Moreover, the reliability coefficient of the test was 0.84, which indicates that the items of the constructed test have acceptable value for internal consistency. The result suggests that the developed test is an excellent tool for classroom assessment.
Effective Utilization of Instructional Materials for Social Studies in Upper Basic Schools in Kwara State
Author: Olokooba, Issa Nasiru
Date: 2021-04-00
Type: Journal Articles
Subjects: Instructional Materials,Social Studies,Educational Objectives,Teacher Morale,Teaching Methods,Personality Traits,Foreign Countries,Learning Experience,Teacher Attitudes,Secondary School Teachers

Instructional materials provide learners with real learning experience. Learners are usually interested in concrete experiences rather than mere talk and chalk mechanism. This study investigated effective utilization of instructional materials in teaching Upper Basic Social Studies in Kwara State, Nigeria. The study adopted the descriptive research design. Purposive sampling technique was employed to sample 235 Social Studies teachers. Data collected were analysed using percentage and means to answer three research questions. The results of the findings showed that many instructional materials were available at different percentage. Social Studies teachers use some instructional materials in the teaching of the subject. Teachers' disposition enhances their use of instructional materials. Based on these findings, it was recommended among others that the school administrators should boost the morale of teachers by providing necessary instructional materials needed to achieve instructional objectives. Teachers should also be resourceful as that could motivate students to learn and perform better in their study.
Prison Reform and Redemption for Whom?
Author: Wolcott, Jennifer Mdurvwa
Date: 2018-00-00
Type: Journal Articles
Subjects: Correctional Institutions,Minority Groups,Disadvantaged,Social Action,Economic Factors,Educational Policy,Public Policy,Critical Theory,Race,Crime,Federal Legislation

This paper examines the ways in which people of color are systematically disadvantaged by the criminal justice system in the United States and questions who the true beneficiary of prison reform is. I review specific economic and educational policies that have contributed to this disenfranchisement, such as the School-to-Prison Pipeline, and policies surrounding the use of private prisons. I use Critical Race Theory as a lens to understand racial inequality in our criminal justice system and the ways in which criminal justice reform has failed to consider race in its policies. I conclude by examining the Trump administration's efforts at addressing the problems with our criminal justice systems and offer policy recommendations.
Centering the Marginalized Identities of Immigrant Students of Color in the Literacy Classroom
Author: Aponte, Gladys Y.
Date: 2018-00-00
Type: Journal Articles
Subjects: Minority Group Students,Immigrants,Race,Language,Disadvantaged,Literacy Education,Code Switching (Language),Ideology

The widespread degradation of immigrant communities of color in the Unites States has made the correlation between racial and linguistic discrimination increasingly clear. This paper describes some of the ways that the co-construction of race and language, or raciolinguistic ideologies (Flores &amp; Rosa, 2015), further marginalize children of immigrant communities in schools. Attention is particularly drawn to literacy classrooms of all grades, where students' linguistic identities are pushed aside as monolingual middle-class White language practices set the standards for reading, listening, speaking, and writing instruction. The author calls for educators to embrace translanguaging (García, 2009) as a way to dismantle raciolinguistic hierarchies at the classroom level. Concrete examples of how a translanguaging approach can be implemented to center the identities of immigrant children and children of immigrant families in literacy classrooms are provided.
Comprehensive School Physical Activity Programs: Background and Implications
Author: Phelps, Ashley N.
Date: 2018-00-00
Type: Journal Articles
Subjects: Life Style,Physical Activity Level,Holistic Approach,Health Promotion,Student Behavior,Intervention,Physical Education Teachers,Physical Education,Teacher Role,Educational Quality,Educational Environment,Recess Breaks,Physical Activities,After School Programs,Role Models,School Personnel,Health Behavior,Community Involvement,Family Involvement,Elementary Secondary Education

Recent estimates suggest that youth spend approximately 80-93% of their working hours in a sedentary state, such as sitting or resting longer than usual (Institute of Medicine, 2013). Schools are conducive of this sedentary behavior and because of that, they have been identified as viable locations for children to be physically active. In order for schools to accommodate the daily physical activity guidelines for youth--60 minutes or more of moderate-to-vigorous physical activity--the Centers for Disease Control and Prevention has created a whole-of-school approach that aims to promote and achieve physical activity guidelines for youth throughout and beyond the school day. This whole-of-school approach, also known as Comprehensive School Physical Activity Program (CSPAP), is a multi-component behavioral intervention that is typically set forth by the physical education teacher and serves as a framework to increase physical activity in and outside of the classroom. As part of this backgrounder, I will provide an overview of a CSPAP, discuss the inner workings of its components, and supply a brief overview of each of the four contributors for this critical issue.
Translating Research to Practice: Getting Started with Afterschool-Based Physical Activity Programs
Author: Urtel, Mark
Date: 2018-00-00
Type: Journal Articles
Subjects: Physical Activity Level,Physical Activities,After School Programs,Program Development,Program Implementation,Principals,Administrator Role,Life Style,Holistic Approach,Physical Education,Physical Education Teachers,Teacher Role,Student Centered Learning,Student Participation,Personal Autonomy,Psychological Patterns,Friendship,Peer Relationship,Family Involvement,Community Involvement,School Personnel,Role,State Programs,Elementary Secondary Education

Comprehensive School Physical Activity Programs (CSPAPs) have been identified as an intervention toward improving physical activity opportunities for youth throughout the school day. One of the five elements of a CSPAP is afterschool programming. This paper translates the varied research about youth engagement in physical activity into a consumable axiom for those chosen to lead CPSAP efforts; more specifically, after school programming. In addition, the author provides an overview of his experience and perspective with preparing and delivering his own after school programs. In conclusion, the author addresses the significance of having principal support as you implement a CSPAP.
Exploring Teacher and Student Perceptions of the Impact of Two Recess Periods per Day
Author: Erwin, Heather
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Student Attitudes,Elementary School Students,Elementary School Teachers,Children,Recess Breaks,Play,School Schedules,Teacher Student Relationship,Socialization,Physical Activity Level,Student Behavior,Learner Engagement,Affordances,Barriers

Purpose: The primary purpose of this study was to explore teacher and student perceptions of the implementation of two recess periods per day. Method: Participants were 12 teachers (representing all grade levels and areas) and 13 students (representing all grade levels) from a K-5 elementary school in the Southeastern United States. All participants took part in interviews regarding their perceptions towards having two recess periods per day. Data analysis included transcribing data, detecting preliminary themes through constant comparison, and narrowing of themes from preliminary themes. Results: Five themes were ultimately revealed--activity, behavior and student engagement, quantity vs. quality, socialization, and teacher-student &quot;contract.&quot; Conclusions: A school-wide policy of two recess periods per day was perceived positively by faculty and students because they believed students are more active, stronger bonds formed between students and teachers, primary children played together, earlier, and lessons had more depth and intensity.
Everything&apos;s Bigger in Texas: Examining the Mandatory (and Additional) Financial Burden of Postsecondary Education
Author: Black, Victoria G.
Date: 2018-00-00
Type: Journal Articles
Subjects: Postsecondary Education,Student Costs,Fees,Undergraduate Students,Public Colleges,Private Colleges,Readability

Student fees remain an under-researched aspect of postsecondary education and finance (Kelchen, 2016). This study examines the mandatory and additional fees charged to full-time, in-state undergraduate students by public and private not-for-profit four-year institutions in Texas (n=96). Findings demonstrate the average four-year institution in Texas charges over $1,500 per academic year in mandatory fees, $500 higher than the national average. Moreover, private institutions charge an average of $1,100 less than publics, while fees comprise 6.8% of the total cost of attendance at private and 29.1% at publics. Institutions of higher education compose fee explanations above the 12th -grade reading level and only 5.2% of the sample provided fee explanations in a language other than English, thus further marginalizing non-English speaking language populations in Texas. Implications for policy makers, practitioners, and future research are addressed.
Beliefs about Intercultural Communicative Competence: The Development and Validation of a New Instrument
Author: Duisembekova, Zerde
Date: 2021-04-00
Type: Journal Articles
Subjects: Intercultural Communication,Communicative Competence (Languages),Second Language Learning,Second Language Instruction,English (Second Language),Factor Analysis,Student Teacher Attitudes,Teacher Education Programs,Language Teachers,Measures (Individuals),Validity,Reliability,Knowledge Level,Foreign Countries

The present paper describes the development and validation of a new instrument designed to explore English language teaching (ELT) student teachers' beliefs about Intercultural Communicative Competence (ICC) in an expanding-circle context, Turkey. The process of instrument development and validation is described along with a concise literature review of ICC. Forty-eight items were prepared based on a comprehensive review of literature. 34-item instrument was developed following two phases: First, an exploratory factor analysis of the responses of a large sample (N=399) of ELT student teachers, and then a subsequent confirmatory factor analysis with another large but different sample (N=378) were performed. The Kaiser-Meyer Olkin (KMO) coefficient was found as 0.90 and the Bartlett test result (Chi- Square 3613.58; p&lt;0.01) was found significant. The results of the analysis indicated that the inventory has a perfect reliability value with 0.925, resulting in 34 items. The four factors that emerged from the exploratory factor analysis are attitudes, knowledge, awareness and skills. The result of confirmatory factor analysis indicated that GFI = 0.93, AGFI = 0.73, CFI = 0.77, NNFI = 0.93, RMSEA (90% CI) = 0.076 (0.041-0.086) and SRMR = 0.046. Based on these findings, the study provides suggestions with regard to the potential uses of the Beliefs about Intercultural Communicative Competence Inventory (BICCI) in second language teacher education.
Changing the Quality of Teachers&apos; Written Tests by Implementing an Authentic Assessment Teachers&apos; Training Program
Author: Villarroel, Verónica
Date: 2021-04-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Teacher Made Tests,Performance Based Assessment,Student Evaluation,Training,Thinking Skills,Problem Solving,Evaluative Thinking,Test Items,Test Construction

This case study aimed to change the construction of teachers' written tests so that items were designed to assess competencies in an authentic and challenging way. A small group of five psychology teachers participated in 10 sessions of an authentic assessment faculty-training program, to learn to assess problem-solving competencies for situations typically faced by professionals in the workplace. The authentic assessment training emphasized the incorporation of three main characteristics: (1) inclusion of a realistic context, (2) measurement of higher order thinking skills, and (3) development of evaluative judgment, concerning the quality of their own performance. Post-training the items´ construction was analysed, according to their type and authenticity. Mixed effects logistic regression showed a statistically significant increase in open-response items, and two-way ANOVA indicated that cognitive challenge improved. The results showed written tests had: a) more open-response items of higher cognitive complexity, b) fewer items requiring closed, memorized responses, c) more use of realistic contexts to measure knowledge in a situated way, and d) improvement in curriculum alignment of tests and greater consistency in measuring competencies. These advances validate the authentic-assessment training program for a better written assessment design.
Developing Creative Entrepreneurship through Experience-Based Learning: Creating Products of Guangxi, China to Thailand
Author: Xiumiao, Zhou
Date: 2021-04-00
Type: Journal Articles
Subjects: Experiential Learning,Entrepreneurship,Majors (Students),Thai,Second Language Learning,Second Language Instruction,Strategic Planning,Lesson Plans,Creativity,Foreign Countries,Undergraduate Students,Tests,Scoring Rubrics,Student Evaluation,Performance,Marketing,Teaching Methods

Experience-based learning (EBL) is an allowing learners to develop through learning experience. Creative entrepreneurship (CE) requires learners to gain real hand-on experience. This study aimed to develop CE through EBL and examine the results. The sample group consisted of 30 fourth-year Chinese students majoring in Thai language. CE and creative performance (CP) were assessed by a test and a rubric evaluation. Data analysis was conducted using dependent t-test and repeated measurement. The findings showed that the lesson plans began with the teacher giving examples of business in Thailand and explaining principles of 6W1H, PEST and STP. Next, the students developed product ideas from Guangxi, China to market in Thailand. They conducted interviews with the entrepreneurs to create a strategic plan based on the CANVAS Model. After the lesson implementation, the result revealed that their CE and CP had increased.
Development of an Instructional Design Model for Physical Chemistry Based on Multiple Representatives
Author: Syahri, Wilda
Date: 2021-04-00
Type: Journal Articles
Subjects: Foreign Countries,Instructional Design,Science Instruction,Models,Chemistry,Instructional Improvement,Science Curriculum,Program Validation

The purpose of this study was to develop an instructional design model for physical chemistry courses based on multiple representatives for chemistry education students in Indonesia. In this research, several types of development methods were adopted and conducted during the early stages of development. The Lee's approach was used as a methodological framework for the instructional design model of the current study. Prototype I of the instructional design model was validated by some instructional design experts. The validation result of prototype I showed that it had a robust quality with a mean score of 4.45. This shows that prototype I could be applied to physical chemistry courses in the classroom after some suggested revisions from the instructional design experts were done. After the revision, prototype II was created which improved the content and design of the prototype I in accordance with the recent curriculum, the rules, and elements of education.
Effect of Child Literature Based Integrative Instructional Program on Promoting 7th Graders Writing Skills: An Empirical Study
Author: El-Freihat, Sara
Date: 2021-04-00
Type: Journal Articles
Subjects: Teaching Methods,Childrens Literature,Writing Skills,Comparative Analysis,Pretests Posttests,Scores,Writing Evaluation,Gender Differences,Writing Instruction,Foreign Countries,Grade 7,Spelling,Achievement Tests,Validity,Reliability,Scoring,Difficulty Level

The study aimed to investigate the effect of child literature based integrative instructional program on promoting 7th graders writing skills at Irbid governorate in Jordan. The sample of the study totaled (87) male and female students selected purposefully. These were randomly assigned into four groups, two experimental groups, the first was males (N = 24) and the second was females (N = 22), and was taught using integrative approach, and two control groups, the first was males (19) and the second was females (22) was taught using the conventional method. To examine the effectiveness of the child literature based integrative instruction, a semi-experimental pre-posttest design was used. For data analysis, means scores, standard deviation and multiple one-way ANOVA were calculated. The results of the study showed statistically significant differences in the means scores of writing skill posttest, in favor of the experimental group. The study found statistically significant differences in the effect of using the integrative method in teaching children literature to develop writhing skill among seventh grade students due to gender, in favor of females. In light of the results some recommendations were provided.
Big Five Personality Test for State Islamic Senior High School Students in Indonesia
Author: Muhid, Abdul
Date: 2021-04-00
Type: Journal Articles
Subjects: High School Students,Student Characteristics,Personality Traits,Religious Schools,Islam,Predictor Variables,Academic Achievement,Personality Measures,Foreign Countries

Personality is one of the important variables for predicting student academic success. The purpose of the research is to examine the Big Five personality test as a predictor on the academic achievement of State Islamic Senior High School students in Indonesia. This research used a quantitative method which used a survey of the Big Five Personality Test and learning achievement on 5 subjects. The subjects of this study were the 2145 sample students of 23 State Islamic Senior High School of Insan Cendekia (SISHS-IC) around Indonesia. The results of this study indicate that all dimensions of Big Five Personality traits; openness to experience, conscientiousness, extraversion, agreeableness, and emotional stability have a significant effect as predictors of students' academic achievement. While in parts of each dimension, the most significant predictor of students' academic achievement is the emotional stability and openness to experience. These findings are very important for teachers and schools to pay much more attention to emotional stability and openness to experience as predictors of student academic achievement.
Examining Students&apos; Intention to Use Augmented Reality in a Project-Based Geometry Learning Environment
Author: Mailizar
Date: 2021-04-00
Type: Journal Articles
Subjects: Intention,Computer Simulation,Active Learning,Student Projects,Geometry,Secondary School Students,Foreign Countries,Educational Technology,Student Attitudes

The aim of this study is to examine factors that affect secondary students' behavioural intention to use GeoGebra Augmented Reality to support a projectbased geometry learning environment. To achieve this purpose, we adopted technology acceptance model (TAM). A total of 54 students from two lower secondary schools in Indonesia were involved in this study. The students enrolled in secondary mathematics classes and attended six lessons of a project-based geometry learning assisted with GeoGebra Augmented Reality. Descriptive analysis, multiple regression and independent T-test were employed to analysed data. The findings of this study suggested that GeoGebra Augmented Reality was well accepted by the secondary school students. It was found that perceived of usefulness (PU) is the strongest factor of students' behavioural intention (BI). Contrary to the previous studies, this study showed that attitude toward using (AT) has no direct effect on behaviour intention (BI). We elaborate how the findings of this study could improve the understanding of AR acceptance by students and highlight important guideline for educational AR developers, researchers, and educators.
Exploring Crucial Factors of an Interest in STEM Career Model among Secondary School Students
Author: Razali, Fazilah
Date: 2021-04-00
Type: Journal Articles
Subjects: STEM Education,Science Careers,Vocational Interests,Secondary School Students,Scientific Attitudes,Educational Attitudes,Student Motivation,Labor Needs,Student Needs,Parent Influence,21st Century Skills,Questionnaires,Foreign Countries

Many countries desperately need manpower from the fields of Science, Technology, Engineering and Mathematics (STEM) to help address the country's increasingly volatile economy. Barriers to implementation are identified when students are less exposed to STEM Education goals. Therefore, this study is to determine the main factor that could influence the development of STEM career interest among secondary school learners. Thus, the objective of this study is to develop a model towards the STEM career interest formation among Form 4 science stream students in Malaysia. This study uses quantitative study and proportionate stratified random sampling method in data collection. It involved 314 students Form 4 secondary school science stream in Selangor, Malaysia. The study used three instruments to collect data, namely S-STEM and interest in STEM careers, Science Motivation Questionnaire II (SMQ II), and Parental Authority Questionnaire (PAQ). Implementing correlational analysis between factors and simultaneous regression to determine the overall contributing with huge impacts of each factor towards the formation of STEM career interest among learners with the value of standardized regression weight for the determination coefficient (R[superscript 2]) = 0.64. The result of the findings shows the crucial factors in this study are accurate there are attitudes towards STEM, 21st-century skills, science motivation, and parental authority significance with the huge contribution of the cultivation of learners' STEM careers interest entirely.