ethanporcaro/eric-fulltext-meta huggingface dataset:
Investigation of Education Value Perception Scale&apos;s Psychometric Properties According to CTT and IRT
Author: Dilek, Harun
Date: 2022-00-00
Type: Journal Articles
Subjects: Item Response Theory,Psychometrics,Systems Approach,Measures (Individuals),Secondary School Students,Factor Analysis,Gender Differences,Models,Correlation,Item Analysis,Reliability,Family Relationship,Interpersonal Relationship,Student Attitudes,Foreign Countries,Goodness of Fit,Student Characteristics

The purpose of this study is to develop Education Value Perception Scale (EVPS) based on Bronfenbrenner's Ecological Theory and to investigate its psychometric properties according to Classical Test Theory (CTT) and Item Response Theory (IRT). The data were collected from 2872 secondary school students by stratified purposeful sampling method. Measurement invariance of EVPS was tested by multigroup confirmatory factor analysis based on gender, and scalar invariance was observed to have been provided. The estimations based on IRT were conducted based on Graded Response Model. While high positive correlations were found between the item discriminations estimated according to different test theories, high negative correlations were identified between item means. McDonald's Omega was calculated to be 0.79 according to CTT from reliability estimation methods, marginal reliability coefficient was determined to be 0.77 according to IRT. In the test-retest applications performed at 20-day intervals, the stability coefficient was found to be 0.81.
Developing Employability Skill Articulation in College Students: A Framework and Practitioner Approaches for Co-Curricular Educators
Author: Kovalcik, Bradley C.
Date: 2019-00-00
Type: Journal Articles
Subjects: Employment Potential,College Students,Extracurricular Activities,Job Skills,Scaffolding (Teaching Technique),Identification,Transfer of Training

Many have written about the importance of employability skills and on creating collegiate initiatives to help develop those skills, especially in campus activities. Employers often claim soft skills are equally important in hiring decisions as a candidate's field knowledge (Hart Research Associates, 2013; Clark, Marsden, Whyatt, Thompson, &amp; Walker, 2015). Several studies show students believe their co-curricular experiences strengthen their employability skill sets (Griffin, Peck, &amp; LaCount, 2017; Smith &amp; Chenoweth, 2015; Clark et al., 2015). However, data from Gallup, the National Association of Colleges and Employers, and the Association of American Colleges and Universities show that students and employers consistently disagree on how prepared students are in these skills, with employers perceiving students to lack the skills that students believe themselves to have (Bauer-Wolf, 2018). Many believe this is evidence of a skills gap and call for higher education to address the issue by better preparing students; however, a growing contingent of educators believe the true problem is a skills articulation gap between students and employers (DuRose &amp; Stebleton, 2016; Goodwin, Goh, Verkoeyen, &amp; Lithgow, 2019, Watkins &amp; McKeown, 2018). Employability skills are both the &quot;language and currency&quot; of the job market, and so students must become adept at using them (Pretti &amp; Fannon, 2018, p. 108). Identifying and articulating skills will not only help students with resumes and job interviews; it will also aid in applying skills when faced with new situations (Brown, 2015). This article aims to put skill articulation development into a clear context and offer strategies to co-curricular educators wishing to incorporate skill articulation development into their practice.
The Effect of Ratio of Items Indicating Differential Item Functioning on Computer Adaptive and Multi-Stage Tests
Author: Erdem-Kara, Basak
Date: 2022-00-00
Type: Journal Articles
Subjects: Item Analysis,Computer Assisted Testing,Test Items,Test Construction,Comparative Analysis,Test Length,Test Format,Monte Carlo Methods

Recently, adaptive test approaches have become a viable alternative to traditional fixed-item tests. The main advantage of adaptive tests is that they reach desired measurement precision with fewer items. However, fewer items mean that each item has a more significant effect on ability estimation and therefore those tests are open to more consequential results from any flaw in an item. So, any items indicating differential item functioning (DIF) may play an important role in examinees' test scores. This study, therefore, aimed to investigate the effect of DIF items on the performance of computer adaptive and multi-stage tests. For this purpose, different test designs were tested under different test lengths and ratios of DIF items using Monte Carlo simulation. As a result, it was seen that computer adaptive test (CAT) designs had the best measurement precision over all conditions. When multi-stage test (MST) panel designs were compared, it was found that the 1-3-3 design had higher measurement precision in most of the conditions; however, the findings were not enough to say that 1-3-3 design performed better than the 1-2-4 design. Furthermore, CAT was found to be the least affected design by the increase of ratio of DIF items. MST designs were affected by that increment especially in the 10-item length test.
Social Connections Matter: A Look into New Student Affairs Professional Wellness and Attrition Intentions
Author: Naifeh, Zeak
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Personnel Workers,Wellness,Labor Turnover,Intention,Novices,Attitudes,Interpersonal Relationship

The role of new student affairs professionals is broad, complex, and ever-changing. They serve as mentors, role models, and educators (Guthrie, Woods, Cusker, &amp; Gregory, 2005). New student affairs professionals are tasked with the holistic development and growth of students, which requires tireless work both outside and inside the classroom (Burkard, Cole, Ott, &amp; Stoflet, 2005; Keeling, 2006; Keeling &amp; Dungy, 2004; Waple, 2006). Through interactions aimed at connecting students to their educational pursuits (e.g. programs, events, organizations), new professionals not only impact personal growth and academic motivation but also affect student retention, persistence, and graduation (Astin, Sax, &amp; Avalos, 1999; Martin &amp; Seifert, 2011; Pascarella &amp;Terenzini, 1991, 2005; Viaden, 2015). In the process of meeting the needs of students, new professionals tend to be altruistic and sacrifice their own wellness to meet those needs (Beer et al., 2015; Sackney, Noonan, &amp; Miller, 2000). By putting students first through programming and services, new professionals may be placing their own wellness and self-care in jeopardy. Wellness is a multifaceted, multidimensional (holistic) approach to optimizing well-being and health that incorporates body, mind, and spirit to increase an individual's capacities (Myers, Sweeney, &amp; Witmer, 2000; Puig et al., 2012). One of the many aspects that influence wellness is social connections. Social support and connections with others are vital to maintaining a minimum level of wellness and self-care. With the concept of wellness in mind, this quantitative study sought to investigate the relationships between wellness and attrition intentions in new student affairs professionals. The following research question guided the study: What relationships exist between wellness and reports of intended attrition among new student affairs professionals? Specifically, this article looks narrowly at the relationship between social connections (designated as &quot;the social self&quot; within this study) and wellness in student affairs professionals.
The Study of the Effect of Item Parameter Drift on Ability Estimation Obtained from Adaptive Testing under Different Conditions
Author: Sahin Kursad, Merve
Date: 2022-00-00
Type: Journal Articles
Subjects: Item Analysis,Computer Assisted Testing,Test Items,Error of Measurement,Identification,Simulation,Comparative Analysis,Factor Analysis,Sample Size

Item parameter drift (IPD) is the systematic differentiation of parameter values of items over time due to various reasons. If it occurs in computer adaptive tests (CAT), it causes errors in the estimation of item and ability parameters. Identification of the underlying conditions of this situation in CAT is important for estimating item and ability parameters with minimum error. This study examines the measurement precision of IPD and its impacts on the test information function (TIF) in CAT administrations. This simulation study compares sample size (1000, 5000), IPD size (0.00 logit, 0.50 logit, 0.75 logit, 1.00 logit), percentage of items containing IPD (0%, 5%, 10%, 20%), three time points and item bank size (200, 500, 1000) conditions. To examine the impacts of the conditions on ability estimations; measurement precision, and TIF values were calculated, and factorial analysis of variance (ANOVA) for independent samples was carried out to examine whether there were any differences between estimations in terms of these factors. The study found that an increase in the number of measurements using item bank with IPD items results in a decrease in measurement precision and the amount of information the test provides. Factorial ANOVA for independent samples revealed that measurements precision and TIF differences are mostly statistically significant. Although all IPD conditions negatively affect measurement precision and TIF, it has been shown that sample size and item bank size generally do not have an increasing or decreasing effect on these factors.
To What Extent Are Item Discrimination Values Realistic? A New Index for Two-Dimensional Structures
Author: Kilic, Abdullah Faruk
Date: 2022-00-00
Type: Journal Articles
Subjects: Item Analysis,Correlation,Item Response Theory,Test Items,Monte Carlo Methods,Interrater Reliability,Programming Languages,Geometry

Most researchers investigate the corrected item-total correlation of items when analyzing item discrimination in multi-dimensional structures under the Classical Test Theory, which might lead to underestimating item discrimination, thereby removing items from the test. Researchers might investigate the corrected item-total correlation with the factors to which that item belongs; however, getting a general overview of the entire test is impossible. Based on this problem, this study aims to recommend a new index to investigate item discrimination in two-dimensional structures through a Monte Carlo simulation. The new item discrimination index is evaluated by identifying sample size, item discrimination value, inter-factor correlation, and the number of categories. Based upon the results of the study it can be claimed that the proposed item discrimination index proves acceptable performance for two-dimensional structures. Accordingly, using this new item discrimination index could be recommended to researchers when investigating item discrimination in two-dimensional structures.
Which Scale Short Form Development Method Is Better? A Comparison of ACO, TS, and SCOFA
Author: Kogar, Hakan
Date: 2022-00-00
Type: Journal Articles
Subjects: Test Construction,Measures (Individuals),Factor Structure,Test Reliability,Factor Analysis,Evaluation Methods

The purpose of this study is to identify which scale short-form development method produces better findings in different factor structures. A simulation study was designed based on this purpose. Three different factor structures and three simulation conditions were selected. As the findings of this simulation study, the model-data fit and reliability coefficients were reported for each factor structure in each simulation condition. All analyses were conducted under the R environment. According to the findings of this study, the increase in the level of misspecification and the decrease in the sample size can significantly affect the model-data fit. In a situation where the factor structure of the scale is getting more and more complex, model-data fit and Omega coefficients decrease. For scales with a unidimensional factor structure, all of the scale short-form development methods are recommended. For scales with multidimensional factor structure, Ant Colony Optimization, and Stepwise Confirmatory Factor Analysis algorithms and for scales with bifactor factor structure, the ACO algorithm is recommended. When viewed from the framework of metaheuristic algorithms, it has been identified that ACO produces better findings than Tabu Search.
The Effect of the Interaction between Crowdsourced Style and Cognitive Style on Developing Research and Scientific Thinking Skills
Author: Alabdulaziz, Mansour Saleh
Date: 2022-00-00
Type: Journal Articles
Subjects: Group Experience,Cognitive Style,Thinking Skills,Scientific Literacy,Research Skills,Graduate Students,Foreign Countries,Electronic Learning,Achievement Tests,Cognitive Measurement,Cooperative Learning

This study aims to evaluate the effect of the interaction between crowdsourcing style and cognitive style on the development of research and scientific thinking skills among postgraduate students at Alexandria University, by designing an e-learning environment. The current research used an experimental approach with a quasi-experimental design. The research sample consisted of a random sample of 80 postgraduate students who were specializing in mathematics, educational technology, and other areas at the Faculty of Education. The measurement tools consisted of an achievement test, the observation card, cognitive style scale, and scientific thinking scale. Data were analyzed using two-way ANOVA analysis of variance. The results showed that there was a significant difference between crowdsourcing patterns (collaborative/competitive) in favor of the collaborative pattern. There was a significant difference between cognitive style (focusing/scanning) in favor of students who adopted the focusing style. There was a significant effect on the interaction between crowdsourcing patterns and cognitive style for each of the cognitive aspects of research skills in global databases through the e-learning environment based on the crowdsourcing pattern, the observation card of students' performance of those skills, and their scientific thinking. The researchers recommend benefiting from the results of the current research in the design of e-learning environments based on crowdsourced (competitive/collaborative) in general, and crowdsourced collaborative in particular because of their impact on the development of achievement, practical performance, and scientific thinking.
Discomfort, Offense, Trigger: Understanding and Managing Student Responses to Comedy
Author: Marfo, Amma
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Reaction,Emotional Response,Comedy,College Students,Generational Differences,Extracurricular Activities,Freedom of Speech

Comedy, like higher education, is an institution forged from and heavily influenced by tradition. Performers readily recite their influences, drawing a clear line between their idols and the art they currently create onstage. However, because culture and norms surrounding comedy are considerably more malleable than those surrounding higher education, a previously symbiotic relationship has become harder to navigate with understanding. Once viewed as fertile ground for comedians to refine skills and build fan bases, campuses have become a symbolic battleground for the divisive use of language and identity politics. The authors, as professionals who have grappled with the intersection of comedy and its reception, present several ideas for how college administrators can contribute to a larger conversation about comedy's role on campus.
Engagement with Campus Activities Matters: Toward a New Era of Educationally Purposeful Activities
Author: Komives, Susan R.
Date: 2019-00-00
Type: Journal Articles
Subjects: Learner Engagement,Extracurricular Activities,College Students,Student Experience,Holistic Approach,Student Development,Competence,Standards,Educational Change

American colleges and universities have been concerned with the student experience since their founding when in loco parentis was a de facto model of the student-institutional relationship. The nature of that relationship has changed over time but consistently demonstrated a concern and responsibility that colleges and universities had for the holistic student experience. This article will situate student affairs practice and campus activities in the evolution of higher education with an emphasis on how purposefully designing campus activities advance desirable learning and developmental outcomes for students.
Enhancing the Use of Theory in Student Activities Professionals&apos; Practice
Author: Love, Patrick
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Personnel Workers,Extracurricular Activities,Theories,Graduate Study,Professional Education

The student activities professionals we work with and have spoken to for this article are busy people who argue that they hardly have the time to slow down to use theory to guide and direct their work. However, what they do not realize is that they use theory in most situations and in virtually, all aspects of their work. The theories they most often use are personal theories. The purpose of this article is to present the concept of personal theories in student activities work, compare personal theories to formal theories, explain the relationship between them, and suggest a process to ensure these two types of theories work in concert to enhance the effectiveness of professional practice in student activities.
Getting More from the Masters: Increasing Scholarship in Campus Activities Practice
Author: Kane, Cindy
Date: 2019-00-00
Type: Journal Articles
Subjects: Graduate Students,Scholarship,Extracurricular Activities,Alignment (Education),Partnerships in Education,Student Personnel Services

With so many positions in campus activities requiring advanced degrees, campus activities practitioners begin their careers with a depth of understanding of current scholarship in the field. Once arriving to these positions on campuses, however, many practitioners may be challenged to stay engaged when faced with the limitless priorities of daily work. If the profession were to embrace the value of scholarship, it would require new points of view about the work of campus activities practice from institutions, associations, campus leaders and individual professionals. In the context of changing campus activities practice, I suggest a broader conception of the meaning of scholarship as a way to encourage campus activities practitioners to find closer alignment with the academic community within colleges and universities.
How Campus Activities Can Lead the Modern University: Five Imperatives
Author: Dungy, Gwendolyn
Date: 2019-00-00
Type: Journal Articles
Subjects: Extracurricular Activities,College Students,Educational Change,Paying for College,Learner Engagement,Educational Objectives,Goal Orientation,Skill Development,Leadership Training,Evaluation Methods

As costs have risen, colleges and universities have faced more stiff competition from each other to attract students. Projections indicate that the number of high school graduates should begin in the next decade to flatten and then steadily decline (Selingo, 2018). Such changes have required a change in approach for how colleges and universities market themselves that some would argue exacerbates the commodification of higher education. This shift might be best described as moving from selling education as &quot;transformative&quot; to selling it as &quot;transactional.&quot; In this context, it may appear as though the purpose of college is simply to complete a degree, rather than to develop, grow and learn. Participating in experiences outside of the classroom may feel likewise superfluous since it is not required to complete the degree. It is imperative that campus activities professionals not only avoid the trap of the transactional approach to higher education but fully embrace the transformative possibilities of this work. This article offers guidance on how the campus activities professionals field can positively contribute and provide leadership in the uncertain times ahead.
Old Whine, New Bottles: Understanding Historical Context Can Inform Our Current Narrative
Author: Preston, Michael
Date: 2019-00-00
Type: Journal Articles
Subjects: Higher Education,Outcomes of Education,Educational Attitudes,Criticism,Costs,Education Work Relationship,Political Attitudes,Educational History,Public Opinion,College Role,College Students,Student Attitudes,Administrator Attitudes,Campuses,College Faculty,Student Personnel Workers

A debate currently rages as to the value of higher education, including topics as broad as learning outcomes, employability, safety, and politics. It might seem to a casual observer that the modern college landscape is riddled with criticism and doubt. Up until the 2010s higher education long enjoyed popular support. For decades, overall confidence in higher education zoomed past 60 and 70% (Gallup, 2018). However, in 2018 confidence in higher education dipped below 50% with only 39% of Americans saying they have high confidence in higher education (Gallup, 2018). When Gallup drilled down further, they found the three reasons more Americans are skeptical of higher education: (1) it was too expensive; (2) students were not taught skills desired by employers; and (3) it was too political, and colleges pushed their own political agendas on students. However Michael Preston and Darren Pikul argue that it is important to know the history of high education in the United States, not just because it is informative but because it can be used as a guide for how to interact with a skeptical public and even lead to better ways of assessing student learning.
Exploring the School Stakeholders&apos; Understanding and Knowledge about Information and Communication Technology and Its Application in Improving Management Functions: A Comparative Study in the Urban Context
Author: Akhtar, Sadia
Date: 2022-00-00
Type: Journal Articles
Subjects: Computer Uses in Education,School Administration,Urban Schools,Secondary Schools,Private Schools,Foreign Countries,Administrators,Administrator Attitudes,Stakeholders,Barriers

This research focused on school stakeholders' understanding and knowledge of information and communication technology (ICT) utilization in dealing with management responsibilities (MFs) in Pakistan. Stakeholder perceptions of ICT usage in management and the solutions employed to address the barriers encountered in attaining management functions to enhance effectiveness were explored in a qualitative case study of two urban schools. The data revealed that private secondary schools deploy various types of technological devices, in the performance of their duties. The management and finance staff envision improving their present ICT infrastructure, envisaging the positive influence of ICT usage on their work, for ease of data storage and retrieval with just a few clicks. ICT tools like laptops, CCTV cameras, and biometric devices brought a substantial change in the accomplishment of management responsibilities, such as planning, reporting, communication, and maintaining school discipline. However, challenges like technology failure have a significant influence on the work performance and management efficiency of the senior stakeholders. Stakeholders have used various methods to overcome issues, with the principals' ultimate aim to enhance the capacity of self-sufficient persons through capacity-building sessions. The solutions employed to address the difficulties were helpful. The study revealed that ICT has changed the traditions of managerial practices in Pakistan and raised school standards.