ethanporcaro/eric-fulltext-meta huggingface dataset:
Essentials of Visual Diagnosis of Test Items. Logical, Illogical, and Anomalous Patterns in Tests Items to Be Detected
Author: Metsämuuronen, Jari
Date: 2022-03-00
Type: Journal Articles
Subjects: Test Items,Item Analysis,Item Response Theory,Cutting Scores,Computer Software,Visual Aids

This article discusses visual techniques for detecting test items that would be optimal to be selected to the final compilation on the one hand and, on the other hand, to out-select those items that would lower the quality of the compilation. Some classic visual tools are discussed, first, in a practical manner in diagnosing the logical, illogical, and anomalous patterns in item responses, and second, a new way of illustrating the behavior of the items, cut-off curve, is introduced. All the illustrations in the article are accessible even without specific software packages; they are made by using basic spreadsheet software.
Power Properties of Ordinal Regression Models for Likert Type Data
Author: Olsson, Ulf
Date: 2022-04-00
Type: Journal Articles
Subjects: Regression (Statistics),Likert Scales,Sampling,Nonparametric Statistics,Sample Size,Data,Models,Simulation

We discuss analysis of 5-grade Likert type data in the two-sample case. Analysis using two-sample &quot;t&quot; tests, nonparametric Wilcoxon tests, and ordinal regression methods, are compared using simulated data based on an ordinal regression paradigm. One thousand pairs of samples of size &quot;n&quot;=10 and &quot;n&quot;=30 were generated, with three different degrees of skewness. For all sample sizes and degrees of skewness, the ordinal probit model has highest power. This is not surprising since the data was generated with this model in mind. Slightly more surprising is that the &quot;t&quot; test has higher power than the Wilcoxon test in all studied situations, even for skewed data. For &quot;n&quot;=30, the differences between the methods are small.
Reinstatement Candidate Credentialing Exam Performance: Evaluating the Persistence of Misinformed Responses on Multiple Choice Items
Author: Babcock, Ben
Date: 2022-04-00
Type: Journal Articles
Subjects: Multiple Choice Tests,Item Analysis,Test Items,Response Style (Tests),Credentials,Licensing Examinations (Professions),Allied Health Occupations,Diagnostic Tests,Misconceptions,Time Management,Comparative Analysis,Radiology

Research about repeated testing has revealed that retaking the same exam form generally does not advantage or disadvantage failing candidates in selected response-style credentialing exams. Feinberg, Raymond, and Haist (2015) found a contributing factor to this phenomenon: people answering items incorrectly on both attempts give the same incorrect response about 2/3 of the time. They concluded that examinees are misinformed, rather than uninformed, about these items. The current research investigated whether reinstatement candidates followed similar patterns. Reinstatement candidates are people that obtain a credential, later discontinue the credential, then retake the exam to regain the credential. Data came from a major certification exam program in medical imaging. Candidates' reinstatement attempts had questions in common with their earlier passing attempts. Results showed that, similar to Feinberg et al., candidates answering questions incorrectly on both passing and reinstatement attempts gave the same incorrect response 65.7% of the time. It appears that professional misconceptions are persistent for numerous years. Other patterns of correct and incorrect responses were consistent when considering the results of both Feinberg et al. and recent research on reinstatement candidates. Results concerning changes in the time spent on each question, however, were different from Feinberg et al. The current study found no substantial patterns in response time change between subsequent attempts for items seen previously. This could have to do with the fact that the items in common between the two exam attempts were only a portion of the larger exam form.
The Fear of Harm: The Challenges Preservice Urban Teachers Have with Historical Perspective Recognition When Discussing Difficult Histories
Author: Baker, Mathew
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Social Studies,Controversial Issues (Course Content),Urban Teaching,Preservice Teacher Education,Inquiry,Barriers,History Instruction,Perspective Taking,Student Teacher Attitudes,Emotional Response

This qualitative case study examined five preservice social studies teachers (PSSTs) working in an urban teacher preparation program as they learned methods of critical historical inquiry (CHI). Moving from a critical multicultural citizenship education frame, CHI supports analysis of multiple perspectives and sources to construct equitable, justice-oriented understanding of the past on its own terms. Study results detail participant conceptual (mis)understandings with CHI, difficult histories, and historical perspective recognition limited their production of social studies curriculum aligned with critical multicultural citizenship education. Findings highlight the significance of preservice teacher epistemic cognition when learning CHI while also underscoring the importance of addressing preservice teacher historical positionality and political clarity when teaching CHI. In the absence of deeper conceptual understandings of CHI and a concomitant epistemic stance, PSSTs are unlikely to overcome institutional and political barriers or strategically navigate curricular constraints which increasingly block critical multicultural education in social studies classrooms.
The Research-Practice Divide Is Not Only an Issue of Communication, but of Values: The Case of Growth Mindset
Author: Schuetze, Brendan A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Theory Practice Relationship,Social Sciences,Social Science Research,Elementary Secondary Education,Values,Educational Theories,Educational Research,Misconceptions

The research-practice divide between social scientists and educators is a persistent problem for the accurate communication and translation of social scientific research into pedagogical practice. This paper uses mindset theory as a case study, arguing that the social scientific theories transcending the research-practice divide tend to be those that align with the professional commitments of educators. Concretely, mindset theory was accepted into the language of K-12 education due in part to a perceived alignment between academic research concerning growth mindset and pedagogical values commonly held by educators. Resulting from this superficial overlap, growth mindset has often been taken up too quickly in applied settings as an ill-defined, uncritically positive, and expansive pedagogical orientation. Social scientific evidence does not warrant such an understanding of growth mindset. Failure to acknowledge the importance of educational values in the uptake of educational research may lead to continued misunderstandings between teachers and education researchers.
&quot;The Work of Art Is a Scream of Freedom&quot;: The Power of Multimodal Arts and Humanities in Teaching Marginalized Histories
Author: Batt, Joanna
Date: 2022-00-00
Type: Journal Articles
Subjects: Intermode Differences,Learning Modalities,Multimedia Instruction,Social Studies,Story Telling,Social Justice,History,Personal Narratives,Minority Groups,Preservice Teachers,Fine Arts,Critical Theory,Race

This qualitative case-study looks at how one preservice teacher uses multimodal counter-storytelling to push back on dominant historical narratives in social studies teaching. It examines how the teacher conceptualizes the use of critical arts and humanities as pedagogical tools to represent historically marginalized voices and disrupt dominant narratives (counter-storytell) in social studies education, and secondly, how they engage with these critical multimodalities in order to counter-storytell in their social studies student teaching. Findings show that preservice teachers can deftly and richly use multimodalities as access for counter-storytelling towards transformative social justice teaching with their students, but that a lack of curricular support and the necessity of content knowledge create challenges which demand greater assistance for educators in this pedagogical journey.
&quot;It&apos;s Only Right That You Should Play the Way You Feel It&quot;: Examining the Fleeting Emotions of Preservice Teachers&apos; Navigation of Critical Historical Inquiry
Author: Joseph, Michael
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Graduate Study,Social Studies,Emotional Response,Inquiry,History,Critical Thinking,Psychological Patterns

This study contributes to existing literature on critical historical inquiry used in the social studies field. Furthering the research, this qualitative study examines the emotional navigation of five preservice teachers in a graduate-level methods course of a collegiate, urban-focused, teacher preparation program as they traverse learning about and the development of critical historical inquiry projects over the length of a semester. Paying particular attention to the incorporation of counter narratives into critical historical inquiry, the findings suggest that public or intrinsic discussions regarding emotion do play a role in preservice teachers' decisions to accept and then infuse such narratives into these inquiries. We assert that creating opportunities for preservice teachers to reflect and examine their emotional positions while engaging in new pedagogical practices like critical historical inquiry will lead to more integration of counternarratives, thus enhancing transformative and social justice-oriented teaching.
Creating an International Collaborative MOOC on University Social Responsibility
Author: Palacio, Fernando
Date: 2022-00-00
Type: Journal Articles
Subjects: International Cooperation,Online Courses,Universities,Social Responsibility,Networks,Intercollegiate Cooperation,Policy Formation,Program Implementation,Consortia,Outcomes of Education,Program Development,Program Evaluation

In 2018 the universities in the University Social Responsibility Network (USRN) embarked on the ambitious project of creating a collaborative Massive Open Online Course (MOOC), aiming to raise awareness of the concept of University Social Responsibility (USR), boost the visibility of the achievements and social impacts of its members, and promote effective strategies for design and implementation of the universities' civic engagements. Based on the Network Theory and organizational behavior analysis, the following pages depict the production process as a collaborative MOOC, how participation from USRN members was secured, and how each institution's unique approach and share to the project was stitched together into a cohesive project. The paper describes the joint nature of the project, challenges faced, lessons learned, and tips for success in joint projects for MOOC creation as well as for USR policy making and implementation.
&quot;Building Together&quot;: City as Text™, Intersectionality, and Urban Farming during COVID-19
Author: Pattin, Carla Janell
Date: 2021-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Urban Areas,Land Settlement,Racial Bias,Attitudes toward Disabilities,Gender Bias,Ideology,Homosexuality,Social Bias,Power Structure,Social Justice,Social Problems,Gardening,Public Health

This essay considers various challenges to honors educational practice in a post-pandemic context and against the backdrop of Black Lives Matter. The City as Text™ course, Multicultural Toledo, cultivates student knowledge about intersectionality in light of public health and social justice emergencies in the United States. The author describes course content, curricular objectives, and teaching strategies toward helping students understand the dynamic interplay (intersection and interaction) of ableism, sexism, elitism, homophobia, and racism relative to the accession and acquisition of land. The course espouses a post-pandemic vision: an intersectional lens that fosters knowledge about power relationships and diverse lived experiences in order to lead change and create movement on some of our nation's most pressing social issues. Moreover, the collaboration between honors students and an urban farming community connects underrepresented children in local neighborhoods with the collegiate honors experience.
Building Community Online in Honors Education during the COVID-19 Pandemic
Author: Langeloo, Annegien
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Higher Education,Honors Curriculum,College Faculty,Distance Education,School Closing,Teacher Student Relationship,Peer Relationship,Teacher Attitudes,Educational Needs,Foreign Countries

Face-to-face contact in higher education was greatly reduced during the global health pandemic. This study examines how honors educators experienced community building with both students and colleagues during the period of emergency remote teaching. A questionnaire was developed to assess both the quality and importance of contact with students and colleagues as experienced by teachers, as well as changes therein due to the pandemic. Thirty-seven honors educators from various disciplines at a single institution participated in the study. Quantitative analysis indicates that teachers found the contact with both their students and colleagues to be of good quality overall and that they did not experience much change in the quality of communication as a result of the pandemic despite the lack of in-person interaction. Authors consider the large variation underlying their results, observing that while some teachers experienced a great deal of improvement, others perceived a significant decrease in the quality of contact. Results indicate that honors educators feel that too little attention was paid to their needs during the pandemic, especially regarding their need for community building with colleagues. Authors argue that educational leaders must ensure that teachers' contact with both students and colleagues is sufficiently supported, emphasizing that both are important for fostering a sense of community. Authors conclude that honors educators might especially benefit from a strong sense of community in the upcoming transition to more blended educational models, as it can stimulate their professional development and promote adaptive ways of effectively dealing with change.
Philosophical Thought and Educational Implication of the Ideas of &quot;Zhong&quot; ([Chinese character omitted])
Author: Tian, Baohong
Date: 2022-06-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Philosophy,Educational Theories,Asian Culture,Traditionalism,Confucianism,Buddhism,Educational Practices,Educational Change

The ideas of &quot;Zhong&quot; ([Chinese character omitted]) have profound cultural implications beyond the Chinese character of &quot;Zhong&quot; ([Chinese character omitted]) in traditional Chinese culture. This study explores the philosophical significance of &quot;Zhong&quot; for education. This study is based on the textual research of the original meanings of &quot;Zhong,&quot; its wisdom, and explanations of &quot;Zhong&quot; philosophies in Chinese rites and music culture as well as various schools of thought, including Yi-ology, Confucianism, and Daoism. &quot;Zhong&quot; has significant influence on the ancient Chinese concept of education, and its views on the field of education coincide with many contemporary educational views. Studying the educational and philosophical significance of &quot;Zhong&quot; provides important guidance and reference for current basic education reforms.
A Study on Determining the Relationship between Teachers&apos; Lifelong Learning Tendencies and Their Attitudes towards Using Technology in Education
Author: Kiliç, Mehmet Yasar
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teachers,Lifelong Learning,Cognitive Style,Teacher Attitudes,Technology Uses in Education,Gender Differences,Educational Attainment,Teacher Characteristics,Reading Habits,Learning Processes

The aim of this study is to examine the relationship between teachers' lifelong learning tendencies and their attitudes towards technology use in education, and to determine the different variables that affect them. The participants of the research are teachers. In the study, the Mann Whitney U test was used for the variables of gender, education level and the frequency of reading books, journals, newspapers and articles, and Kruskal Wallis H test was used for the variables of professional seniority and school level to determine the lifelong learning tendencies of teachers and their attitudes towards technology use in education. It was concluded that teachers' lifelong learning tendencies differ significantly according to gender, level of learning, and frequency of reading books, magazines, newspapers and articles, and there is a significant difference in the factor of openness to development according to professional seniority. No significant difference was found according to the school level. It was concluded that teachers' attitudes towards the use of technology in education differ significantly according to gender and education level in some factors. No significant difference was found in terms of the frequency of reading books, magazines, newspapers and articles, professional seniority and school level.
Distance Education Students&apos; Acceptance of Online Learning Systems, Attitudes towards Online Learning and Their Self-Directed Learning Skills
Author: Durnali, Mehmet
Date: 2022-00-00
Type: Journal Articles
Subjects: Distance Education,Online Courses,Student Attitudes,Difficulty Level,Usability,Value Judgment,Program Effectiveness,Independent Study,Student Motivation,Predictor Variables,Gender Differences,Secondary Education,Foreign Countries,Age Differences

About four million people living in Turkey or abroad with a Turkish passport enrolled in distance education schools to have the opportunity to complete their compulsory formal education in the spring of 2018-19. The aim of this descriptive study was to determine distance education students' acceptance of online learning systems, their attitudes towards online learning, and their self-directed learning skills and the relationship between them. Some of the main results are as follows: A six-variable model (perceived ease of use, perceived usefulness, general acceptance, individual awareness, usefulness, application effectiveness) played a significantly explanatory role in dependent variables (subscales of self-directed learning skills). Perceived usefulness and usefulness positively predicted motivation, suggesting that the higher the perceived usefulness, the higher the motivation. General acceptance and application effectiveness negatively predicted self-monitoring. Female participants were more motivated by online learning environments than males.
Generation Z Students&apos; Views on Technology in Education: What They Want What They Get
Author: Yalçin-Incik, Eda
Date: 2022-00-00
Type: Journal Articles
Subjects: High School Students,Student Attitudes,Generational Differences,Educational Technology,Technology Uses in Education,Foreign Countries,Barriers,Access to Computers,Technological Literacy,Program Effectiveness,Telecommunications,Handheld Devices,Ownership

The aim of this study is determining the expectations of high school students about the use of technology in education and their views on whether these expectations were met or not. The study was designed as a case study. In the study, embedded single-case design, which is one of the designs of case study, was used. The participants of the study consisted of 100 students in the 9th-10th- 11th and 12th grades of a high school in Mersin in the spring semester of the 2018-2019 academic year. Research data were obtained by using interview method. Content analysis was used in the analysis of the data obtained. According to the findings obtained from the research, it is seen that; hardware and software inadequacy, lack of knowledge and negative attitudes of teachers about the integration of technology into education, and restrictions imposed on students are considered by Generation Z high school students as factors that negatively affect the use of technology in education. Students evaluated the use of technology in education by considering its positive and negative effects. Considering the positive effects, the use of technology increases students' interest in the lesson, enables them to learn easily, increases their technology use skills, and provides easier and faster access to more information. All of the students recommend the use of technology in all lessons. They stated that for this, there should be content prepared for each lesson. The students compared their teachers with themselves on the use of technology and characterized them as older and less knowledgeable. In this case, they think that teachers should be trained on the use of technology. [This paper was presented at The 7th International Congress on Curriculum and Instruction. 9-12 October, Ankara.]
A Ten-Year Bibliometric Network Review on Massive Open Online Courses (MOOCs) Research: 2011-2020
Author: Boonroungrut, Chinun
Date: 2022-04-00
Type: Journal Articles
Subjects: Bibliometrics,Online Courses,Educational Research,Trend Analysis,Network Analysis,Electronic Learning,Distance Education

Massive open online courses (MOOCs) have also received interest from researchers worldwide; however, there was no comprehensive review of the MOOC research. This paper aims to identify the MOOCs research scientific landscape as the trend from publications worldwide. In assessing research trends, the bibliometric network analysis using distance-based network mapping in VOSviewer was applied in this review. The 3,211 eligible articles published between 2011 and 2020 confirmed three main research clusters: learning system, human characteristics and higher education clusters. The results also showed that terms, such as 'learning systems', 'gender differences' and 'flipped classroom' emerged as ongoing research trends. In addition, these findings indicated that the overall productivity rates in the Middle East and Gulf regions were low. Besides, the authorship mapping indicated an absence of the small-world properties. A discussion of the findings and directions for further research are also provided. Based on the network analysis method, this paper presents the researchers' alternative method to review literature using an approach that possibly includes mostly published articles related to MOOCs.
Student Barriers to Online Learning as Predictors of Perceived Learning and Academic Achievement
Author: Demir Kaymak, Zeliha
Date: 2022-04-00
Type: Journal Articles
Subjects: Barriers,Electronic Learning,Predictor Variables,Academic Achievement,Student Attitudes,Gender Differences,Student Employment,College Students,Foreign Countries

This research investigates the effects of online learning barriers on students' perceived learning and academic achievement. In this study, the barriers identified by Muilenburg and Berge in 2005 were used as online learning barriers. These are (1) administrative issues, (2) social interaction, (3) academic skills, (4) technical skills, (5) learner motivation, (6) time and support for studies, (7) cost and access to the Internet, and (8) technical problems. In addition to online learning barriers, gender and job status are other variables of the study. The research was conducted with 622 online learning students and designed on a quantitative cross-sectional survey model. The analysis results show that gender and job status affect both academic achievement and perceived learning. In terms of students' online learning barriers, academic skills and learning motivation are predictors of academic achievement. In addition, academic skills and time and support for studies are predictors of perceived learning.