ethanporcaro/eric-fulltext-meta huggingface dataset:
Using Pooled Heteroskedastic Ordered Probit Models to Improve Small-Sample Estimates of Latent Test Score Distributions
Author: Shear, Benjamin R.
Date: 2021-02-00
Type: Journal Articles
Subjects: Statistical Analysis,Computation,Regression (Statistics),Sample Size,Scores,Statistical Distributions,Statistical Bias,Error of Measurement,Achievement Tests,Classification

This article describes an extension to the use of heteroskedastic ordered probit (HETOP) models to estimate latent distributional parameters from grouped, ordered-categorical data by pooling across multiple waves of data. We illustrate the method with aggregate proficiency data reporting the number of students in schools or districts scoring in each of a small number of ordered &quot;proficiency&quot; levels. HETOP models can be used to estimate means and standard deviations of the underlying (latent) test score distributions but may yield biased or very imprecise estimates when group sample sizes are small. A simulation study demonstrates that the pooled HETOP models described here can reduce the bias and sampling error of standard deviation estimates when group sample sizes are small. Analyses of real test score data demonstrate the use of the models and suggest the pooled models are likely to improve estimates in applied contexts.
A Q Methodology Study of a Doctoral Counselor Education Teaching Instruction Course
Author: Baltrinic, Eric R.
Date: 2020-00-00
Type: Journal Articles
Subjects: Q Methodology,Teaching Methods,Doctoral Programs,Counselor Training,Supervision,Teacher Attitudes,Student Attitudes,College Faculty,Doctoral Students,Methods Courses,Factor Analysis,Instructional Design,Empathy,Counselor Educators,Teaching Skills,Item Analysis,Course Descriptions

Many counselor education and supervision (CES) doctoral programs offer doctoral-level teaching instruction courses as part of their curriculum to help prepare students for future teaching roles, yet little is known about the essential design, delivery, and evaluation components of these courses. Accordingly, the authors investigated instructor and student views on the essential design, delivery, and evaluation components of a doctoral counselor education teaching instruction (CETI) course using Q methodology. Eight first-year CES doctoral students and the course instructor from a large Midwestern university completed Q-sorts, which were factor analyzed. Three factors were revealed, which were named &quot;The Course Designer,&quot; &quot;The Future Educator,&quot; and &quot;The Empathic Instructor.&quot; The authors gathered post-Q-sort qualitative data from participants using a semi-structured questionnaire, and the results from the questionnaires were incorporated into the factor interpretations. Implications for incorporating the findings into CES pedagogy and for designing, delivering, and evaluating CETI courses are presented. Limitations and future research suggestions for CETI course design and delivery are discussed.
Research Identity Development of Counselor Education Doctoral Students: A Grounded Theory
Author: Limberg, Dodie
Date: 2020-00-00
Type: Journal Articles
Subjects: Researchers,Professional Identity,Counselor Training,Counselor Educators,Mentors,Modeling (Psychology),Doctoral Students,Student Attitudes,Student Development,Experiential Learning,Program Design,Knowledge Level,Research Skills,Self Efficacy

We present a grounded theory based on interviews with 11 counselor education doctoral students (CEDS) regarding their research identity development. Findings reflect the process-oriented nature of research identity development and the influence of program design, research content knowledge, experiential learning, and self-efficacy on this process. Based on our findings, we emphasize the importance of mentorship and faculty conducting their own research as a way to model the research process. Additionally, our theory points to the need for increased funding for CEDS in order for them to be immersed in the experiential learning process and research courses being tailored to include topics specific to counselor education.
Mathematical Mystery in a Cultural Game
Author: Gök, Mustafa
Date: 2020-00-00
Type: Journal Articles
Subjects: Ethnography,Mathematics,Mathematics Education,Games,Cultural Activities,Adult Learning,Problem Solving,Foreign Countries,Rural Areas,Mathematics Activities

This study described the mathematical depth in a mathematical activity carried out in a village in Turkey's Eastern Anatolia Region. This activity presented in the context of the game reflects a cultural situation of doing mathematics over time. In this context, it can identify as a study of ethnomathematics. Therefore, the cultural game was introduced first, and then the mathematical depth behind this game was uncovered in all its aspects. Finally, the mathematical relationship behind the game was analysed in terms of mathematics education. The case study, as one of the qualitative research methods, was used in the study. The participants of the study consist of 1 person who knows, transmits, and teaches the cultural game. The game process and semi-structured interview that constituted the research data were recorded with a camera and a voice recording device. Descriptive analysis was used in the analysis of the interview. Findings of the study suggest that the cultural game is played without considering its mathematical depth, but that there is a rich mathematical depth behind it. The results also indicate that such games offer an effective way for adults learning mathematics. On the other hand, the study revealed that there could be different ways of thinking between school mathematics and ethnomathematics. It is thought that synthesizing mathematics with games that include ethnomathematics has the potential to provide students at diverse levels with an excellent mathematical experience.
Principal&apos;s Innovation and Entrepreneurial Leadership to Establish a Positive Learning Environment
Author: Ariyani, Dwi
Date: 2021-00-00
Type: Journal Articles
Subjects: Principals,Educational Innovation,Entrepreneurship,Leadership Styles,Leadership Effectiveness,Educational Environment,School Administration,High Schools,Organizational Development,Foreign Countries

A positive learning environment can be achieved if all the school members follow the principal's learning process. The paper aims to study and analyze the principal's implementation of innovation and entrepreneurial leadership in creating a learning environment. The research is conducted qualitatively through a case study. The research subjects were determined using purposive sampling, while the data were collected through interviews, observation, and documentation study. The data were then analyzed descriptively qualitatively using the Atlas.ti software. The results show that the principal has implemented the entrepreneurial leadership employing two main principles to create a learning environment. First, the principal regulates organizational growth through optimization, communication, motivation, monitoring, controlling, role model, and empowerment. The principal makes some innovation through several steps: vision building, staff development, and restructuring. This kind of leadership can create a comfortable and fun learning environment. As a result, all school members can follow the learning process and create innovative products, as well as making some progress in academic and non-academic achievements. The research findings imply a recommendation for the school's program in that a principal's entrepreneurial and innovative leadership is one of the critical factors in learning.
The Relationship between Shared Leadership, Employee Empowerment and Innovativeness in Primary Schools: A Structural Equation Modeling
Author: Cobanoglu, Necati
Date: 2021-00-00
Type: Journal Articles
Subjects: Participative Decision Making,Leadership Styles,School Administration,Teacher Empowerment,Elementary School Teachers,Work Attitudes,Innovation,Job Performance,Professional Autonomy,Competence,Foreign Countries

Shared leadership and employee empowerment develop positive feelings in employees towards the organization, the work they do and themselves. These positive emotions create confidence for employees to try new methods and techniques in their work. Employees who approach their work with an innovative mindset will be more beneficial to their organizations and increase their own satisfaction. In this study, the shared leadership, employee empowerment and innovativeness levels of schools, the relationship of these variables with each other and the predictive status were examined according to the perceptions of the teachers. This study is a research in relational survey model. The data of the research were collected in the province of Malatya in November during 2019-2020 academic year. The data were collected through &quot;Shared Leadership&quot;, &quot;Employee Empowerment&quot; and &quot;Innovativeness&quot; scales. Correlation analysis and structural equation modeling were used to analyze the data. According to the results of the research, the levels of shared leadership, employee empowerment and innovativeness in primary schools are &quot;partially high&quot;. There is a positive, significant and moderate relationship between the school's shared leadership and employee empowerment and teachers' innovativeness. In addition, shared leadership and employee empowerment predict teachers' innovativeness. For this reason, it is considered important to create a school environment where leadership is shared in order to increase the innovativeness of teachers and to support teachers and include them in decision-making processes in order to empower them.
A Critical Thinking Assessment Model Integrated with Science Process Skills on Chemistry for Senior High School
Author: Kriswantoro
Date: 2021-00-00
Type: Journal Articles
Subjects: Critical Thinking,Student Evaluation,Evaluation Methods,Science Process Skills,Chemistry,High School Students,Construct Validity,Test Reliability,Test Construction,Factor Analysis

Every school should be able to equip students to have the ability to integrate the knowledge gained with real life in responding to global challenges. Assessment of learning outcomes in the form of cognitive and skill aspects must go hand in hand. This study aims to produce: (1) a critical thinking model integrated with the science process, (2) construct validity and reliability instruments that measure the integrated critical thinking skills of science process skills in high school chemistry learning. This assessment model uses the Design and Development approach which refers to the Ellis &amp; Levy model, namely: (1) problem (2) goal setting, (3) model design and development, (4) model testing, (5) evaluation of the test result model, and (6) application model. The validity assessment consisted of 3 measurement and measurement experts, 2 chemistry education experts, and 2 treatments. The trial sample described 289 high school students in Sleman Regency. Proving the validity of the content using the Aiken formula gets a value of 0.923 in the good category. Internal instrument reliability is included in the reliable category with a value of 0.886 (&gt; 0.7), while the Composite Reliability ranges from 0.88 to 0.90. Confirmatory factor analysis showed that the value of the Root Mean Square Error of Approximation (RMSEA) was 0.021 &lt;0.08, the Chi-Square obtained from &lt;2df testing was 38.29 &lt;2 (34) and the Goodness of fit Index (GFI) was 0.97. &gt; 0.90 or a model declared according to the data obtained in the field and can be used in extensive measurements.
A Systematic Review of Behavioral Interventions for Elementary School Children with Social, Emotional and Behavioral Difficulties: Contributions from Single-Case Research Studies
Author: Sanches-Ferreira, Manuela
Date: 2021-00-00
Type: Journal Articles
Subjects: Literature Reviews,Student Behavior,Behavior Modification,Intervention,Elementary School Students,Emotional Problems,Behavior Problems,Social Problems,Classroom Techniques

Challenges arising from the classroom behavioral management of students with social, emotional and behavioral difficulties are a concern for educational professionals. The purpose of this study is to review common elements of behavior interventions for the disruptive behaviors of children with social, emotional and behavioral difficulties. A systematic review was conducted through an electronic search of studies (from 2000 to 2017) on ERIC, Web of Science, FRANCIS, and MEDLINE databases. The inclusion criteria involved: (i) an intervention improving behaviors at school of children with disruptive behaviors; (ii) elementary school children with the majority of the sample or average age between 6-11 years old; (iii) at least one measurable outcome focusing on social/emotional/behavioral outcomes; (iv) single-case designs. Of the 5339 articles that were identified in the initial screening, 27 met the criteria to be included in the review. Common characteristics of successful interventions are discussed to make recommendations for future implementation.
A Psychoanalytic Approach to the Space Element in Erich Kästner&apos;s Copyrighted Children&apos;s Books
Author: Dumanli Kadizade, Esma
Date: 2020-00-00
Type: Journal Articles
Subjects: Content Analysis,Psychiatry,Childrens Literature,Copyrights,Novels,Authors,Cognitive Processes,Memory,Turkish,Literary Criticism,Environment

Purpose: The purpose of this study was to draw reader's attention to the author-space relationship in order to fulfill the theoretical deficiency in terms of space-psychoanalysis in the light of qualitative data. Methods: Qualitative data analysis has been thought to be the best way to deal with the space-psychoanalysis relationship through sampling. In this regard, descriptive analysis and content analysis methods have been adopted. Findings: The author's novel, &quot;Ben Küçük Bir Çocukken [When I Was a Little Boy]&quot;, in which he narrates his childhood memories, was taken as the main book. Indoor spaces identified within the space-psychoanalytic context includes ports hall, basement, house-room-barber, airplane, and boarding school. Identified outdoor spaces were the garden, dune, the Zugspitze, city of Berlin, and Europe. The author embedded the moments from real life in his subconscious. The spaces where he had been present in this process of embedding stayed in the back of his mind. When constructing his books, the author reflected the spaces he had experienced and embedded into his subconscious as well as the events and situations he had experienced at those moments in his works. It is also seen that the real life-fiction relationship is not a coincidence because Kästner's real life and novels coincide in terms of space. Space was deemed a kind of symbol of the subconscious. Implications for Research and Practice: Being able to dig deep down into the author's subconscious in author-work reviews helps to understand the work better. Performing such reviews on the subconscious with a space perception may enable attaining clearer results. Understanding an author better also makes it easier to interpret their work.
MOODLE as a Potential Tool for Language Education under the Shadow of COVID-19
Author: Acar, Ayin
Date: 2020-00-00
Type: Journal Articles
Subjects: Integrated Learning Systems,Distance Education,Electronic Learning,Blended Learning,Synchronous Communication,English (Second Language),Second Language Instruction,Second Language Learning,Instructional Effectiveness,Student Satisfaction,Student Motivation,High School Students,Grade 11,Adolescents,Foreign Countries,COVID-19,Pandemics

Purpose: This study aims to find out whether the use of MOODLE in English lessons as a tool for blended instruction makes a significant difference to the students' language journey. Research Methods: This is quasi-experimental research by nature, utilizing a mixed-method approach as the most appropriate tradition. In this study, 44 students ranging in age from 16 to 18 selected on the basis of a convenience sampling technique participated. After a fifteen-week treatment of MOODLE with the experimental group, paired samples T-test was applied to see if there was any difference between the two groups. A questionnaire and semi-structured interviews were also conducted to gain a deeper insight into students' experience with MOODLE. Findings: Quantitative data revealed that there was statistically significant difference between the experimental group and the control group, suggesting potential contribution of MOODLE to learners' language achievement in blended EFL lessons. In the same vein, the qualitative data affirmed that most of the students were satisfied with using MOODLE to support English lessons. Implications for Research and Practice: Since there is a statistically significant difference between the 1st and 2nd English exam scores of the students in the experimental group (t=-3.085 sig=0.005), MOODLE proves to be an effective online learning tool supporting blended learning. The findings of the study also provide empirical evidence for integrating blended-instruction with MOODLE in foreign EFL lessons and valuable information to the Ministry of National Education (MONE) about employing blended-instruction with MOODLE in EFL classes.
Extended School Time: Impact on Learning and Teaching
Author: Mendes, Pedro Cabral
Date: 2021-00-00
Type: Journal Articles
Subjects: Extended School Day,Grade 6,Middle School Students,Student Attitudes,Teacher Attitudes,Parent Attitudes,Interdisciplinary Approach,Foreign Countries,Extracurricular Activities,Active Learning

This paper presents and assesses the effects of an Extended School Time project (ESTp), with a working day of 8 contact hours, that aimed to develop the students as a whole in its academic, artistic, sport, social and human dimensions. Based in active and integrated pedagogical practices, the project promoted the integration of knowledges, curiosity, sense of criticism, creativity, sharing solidarity and the conviviality of students. This project was applied to a 6th grade class with 20 pupils (11.2±0.68 years old). Using a qualitative methodology, 13 semi structured interviews were applied to 3 types of participants: 6 pupils, 5 parents (42.6±4.54 years old) and 2 teachers (60±4 years old), in order to analyze their perceptions regarding the project. Results show that each group valued different aspects of the project. The pupils valued activities that emphasized challenge, communication, creativity, and autonomy, as well as activities of academic continuity. The parents focused mostly on the occupational component of Extended School Time (ESTp), and the teachers on its effects on social and self-development of the pupils. This development was reflected in an improved peer-to-peer relationship and in a greater sense of belonging to school. The convergence verified in this ESTp, between cognition and the artistic, social and sport education, sought to promote the main goal of the School, an instruction that promotes a global (including multicultural and universal) development of the pupils' capabilities.
Mathematical Literacy from the Perspective of Solving Contextual Problems
Author: Manfreda Kolar, Vida
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Skills,Mathematical Concepts,Multiple Literacies,Knowledge Level,Problem Solving,Misconceptions,Error Patterns,Difficulty Level,Fractions,Word Problems (Mathematics),Elementary School Students,Grade 6,Preadolescents,Public Schools,Urban Schools,Foreign Countries

The article deals with mathematical literacy in relation to mathematical knowledge and mathematical problems, and presents the Slovenian project NA-MA POTI, which aims to develop mathematical literacy at the national level, from kindergarten to secondary education. All of the topics treated represent starting points for our research, in which we were interested in how sixth-grade primary school students solve non-contextual and contextual problems involving the same mathematical content (in the contextual problems this content still needs to be recognised, whereas in the non-contextual problems it is obvious). The main guideline in the research was to discover the relationship between mathematical knowledge, which is the starting point for solving problems from mathematical literacy (contextual problems), and mathematical literacy. The empirical study was based on the descriptive, causal and non-experimental methods of pedagogical research. We used both quantitative and qualitative research based on the grounded theory method to process the data gathered from how the participants solved the problems. The results were quantitatively analysed in order to compare the success at solving problems from different perspectives. Analysis of the students' success in solving the contextual and non-contextual tasks, as well as the strategies used, showed that the relationship between mathematical knowledge and mathematical literacy is complex: in most cases, students solve non-contextual tasks more successfully; in solving contextual tasks, students can use completely different strategies from those used in solving non-contextual tasks; and students who recognise the mathematical content in contextual tasks and apply mathematical knowledge and procedures are more successful in solving such tasks. Our research opens up new issues that need to be considered when developing mathematical literacy competencies: which contexts to choose, how to empower students to identify mathematical content in contextual problems, and how to systematically ensure -- including through projects such as NA-MA POTI -- that changes to the mathematics curriculum are introduced thoughtfully, with regard to which appropriate teacher training is crucial.
A Retrospective Account of Intensive School-University Collaboration: Misconceptions Revealed, Mistakes Made and Lessons Learned
Author: Putnam, Joyce
Date: 2020-00-00
Type: Journal Articles
Subjects: College School Cooperation,Partnerships in Education,Program Termination,Misconceptions,Professional Development Schools,Program Effectiveness,Racial Relations,Mentors,Communities of Practice,Educational Change,Outcomes of Education,Time Management,Power Structure,Participative Decision Making,Educational Benefits

School-university partnerships not only take time and care to establish and develop but also need sensitivity and acknowledgement of work accomplished if the partnership disbands. What are the repercussions of ending the partnership abruptly with little advance notice? This article examines this question by looking at the school participants' point of views. Their retrospective acknowledgments of the lasting effects of the partnership were surprisingly positive and rewarding to the university participants even though the disbandment was unexpected and painful. Lessons can be learned by all participants from the experiences examined in this article.
Back to Basics
Author: Bartholomae, David
Date: 2020-00-00
Type: Journal Articles
Subjects: Basic Writing,Writing Assignments,College English,English Curriculum,Teaching Methods,Educational History,Proofreading,Writing Processes,Essays

I retired from teaching in August, 2018. In the fall semester of that academic year, I taught a section of Basic Writing (now called &quot;Workshop in Composition&quot;), one of the courses I taught in the fall of 1975, my first year at the University of Pittsburgh. This essay is a documentary account of that course, including writing assignments and student papers, but it is also a reflection on some of the people, courses, and concerns that have shaped and sustained a long career as a teacher of writing.