ethanporcaro/eric-fulltext-meta huggingface dataset:
Power Base Games That School Principles Use Scale: Its Development, Validity and Reliability
Author: Gencer, Muharrem
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Principals,Power Structure,Measures (Individuals),Test Construction,Test Validity,Test Reliability,Administrator Behavior,Teachers

While organizations have a power struggle with their environment and with other organizations in the globalised world, employees who are the most important resource of the organization also have power struggle among themselves. To be successful in this power struggle, employees, especially managers, use a number of political games in the organization. Developing the scale of power base games that school principles use is the aim of this study to detemine how and how much school principles use power base gamesin schools which are educational organizations. The sample of this study consists of 213 teachers working in Yesilova and Karamanli districts of Burdur city in 2015- 2016 educational year. In the evaluation of the scale by authorities, Lawshe technique was used and then, Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were used. After the analyses, it was found that this scale is a reliable and valid measurement tool which consists of 41 items and six dimensions as sponsorship, making alliance building, empire building, budgeting, expertise and lording.
The Relationship between Preservice Teachers&apos; Attitudes towards Statistics and Their Research Anxiety
Author: Tasgin, Adnan
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Attitudes,Statistics,Anxiety,Student Research,Gender Differences,Counselor Training,Intellectual Disciplines,Correlation,Preschool Teachers

The aim of this study was to investigate the relationship between preservice teachers' attitudes towards statistics and their research anxiety. The population of the study consisted of the students of a public university in Turkey who were studying at the Guidance and Psychological Counseling, and the Preschool Education programs. From this population, 257 participants were sampled for this research based on scale sampling method. In order to determine the attitudes and the anxiety of the participants towards statistics and research, two separate scales were to the participants. The scale of attitudes towards statistics consisted of 33 items, which assessed five subscales. The scale of research anxiety consisted of 12 items measuring a single factor. The data were analyzed through independent samples t-test and correlation analyses. The study results suggested that the female preservice teachers had more positive attitudes towards statistics than the male preservice teachers. On the other hand, the male preservice teachers' research anxiety levels were lower than the female preservice teachers. Moreover, the attitudes and the anxiety levels showed significant differences based on the departments of the preservice teachers in favor of the Guidance and Psychological Counseling department. Finally, a positive correlation found between the research anxiety and the attitudes towards statistics levels of the participants.
Functional Status of Women and Their Partners after Childbirth
Author: Özkan, Sevgi
Date: 2018-00-00
Type: Journal Articles
Subjects: Mothers,Birth,Parent Role,Housework,Self Management,Fathers,Foreign Countries,Infant Care,Educational Attainment,Obstetrics

The aim of this study is to define the changes within the social dimension of the functional status of women and their partners in the months following the birth of their child. A total of 90 participants were included in the study (45 women and 45 partners). Data were collected in two steps via face-to-face interviews. The first step involved administration of a personal information form and the functional status inventories to the women and their partners between the postpartum sixth and eighth weeks. The second step involved re-administration of the same functional status inventories to the women and their partners in the postpartum sixth month. Results from the examination of the functional status of the women and their partners in the postpartum second and sixth months showed that there was a significant increase in the areas of household activities (p=0,000), social and community activities (p=0,000) and self-care activities (p=0,000) for the women in the sixth month; similarly, for the fathers, household activities (p=0,008), social and community activities (p=0,003) and child care activities (p=0,007) rose in the sixth month. Furthermore, the study found that certain sociodemographic variables had an effect on functional status (p=0,000). It is important that nurses and/or midwives support parents during the pregnancy process, particularly during the transition into their new roles as women and their partners, and help prepare them for the changes to occur as they enter into this new period of life.
Modeling Course Achievements of Elementary Education Teacher Candidates with Artificial Neural Networks
Author: Akgün, Ergün
Date: 2018-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Preservice Teachers,Artificial Intelligence,Science Education,Technology Education,Gender Differences,Intellectual Disciplines,Student Records,Grades (Scholastic),Foreign Countries,Academic Achievement,High School Students

In this study, it was aimed to predict elementary education teacher candidates' achievements in &quot;Science and Technology Education I and II&quot; courses by using artificial neural networks. It was also aimed to show the independent variables importance in the prediction. In the data set used in this study, variables of gender, type of education, field of study in high school and transcript information of 14 courses including end-of-term letter grades were collected. The fact that the artificial neural network performance in this study was R=0.84 for the Science and Technology Education I course, and R=0.84 for the Science and Technology Education II course shows that the network performance overlaps with the findings obtained from the related studies.
Preservice Teachers&apos; Beliefs about High-stakes Testing and Their Working Environments
Author: Nichols, Sharon L.
Date: 2020-03-02
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,High Stakes Tests,Work Environment,Gender Differences,Ethnicity,Racial Differences,Student Experience,Age Differences,Educational Legislation,Federal Legislation,Educational Change,Accountability,Student Motivation,Test Anxiety,Knowledge Level

In this exploratory mixed methods survey study, we assess preservice teachers' (n=379) experiences with and beliefs about their high-stakes testing experiences and analyze how they relate to their beliefs about the role and efficacy of high-stakes testing in education and their future profession. Using Likert, vignette, and open-ended response opportunities, we gauged preservice teachers' beliefs about accountability and the role of high-stakes testing in three ways: (a) what are their personal experiences with high-stakes testing, (b) what are their their beliefs about accountability and high-stakes testing in general, and (c) what role does accountability (and testing pressures) play in their future workplace preferences? Results indicate that preservice teachers' experiences with and beliefs about high-stakes testing accountability vary based on gender, ethnicity, and previous experiences with high-stakes tests. Importantly, although in aggregate our participants reported they generally disliked the high-stakes tests they personally had to take in high school, subgroup analyses reveal that for those who took them during the NCLB era, they also saw high-stakes tests as good thing for education overall. Preservice teachers who were younger and &quot;grew up&quot; under NCLB and the height of high-stakes testing believed high-stakes tests to be a waste of time for them personally, but a useful way to evaluate teachers as an educational policy. Vignette and qualitative analyses of workplace preferences and rationales underscore some of the assumptions our preservice teachers hold about high-stakes testing as a policy mechanism to help explain this finding. We conclude with implications for policy and future research.
Safety, Advocacy, and the Teacher&apos;s Role: Pre-Service Teachers and School Shooting Policies
Author: Hara, May
Date: 2020-03-09
Type: Journal Articles
Subjects: Preservice Teachers,Advocacy,Teacher Role,Weapons,Violence,Educational Policy,School Safety,Student Attitudes,Drills (Practice)

In this qualitative case study, I examine pre-service teachers' experiences with school shooting policy. Analysis of individual interviews, group discussions and reflective memos with preservice teachers (n=7) in seven Massachusetts districts shows that pre-service teachers, while deeply concerned about the possibility of school shootings, viewed existing policies as ineffective, damaging to their pedagogical practice and relationships with students, and out of step with teachers' concerns. Further, they interpreted proposed policies as undermining the value of teachers in contemporary society and threatening the core tenets of teachers' work. Constrained by limited professional development around policy involvement, pre-service teachers expressed significant doubts about their ability to effect meaningful policy change. This research has implications for educational policy and teacher policy involvement.
The Effect of Teaching Quality and Teaching Practices on PISA 2012 Mathematics Achievement of Turkish Students
Author: Demir, Safiye Bilican
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Achievement Tests,International Assessment,Secondary School Students,Mathematics Achievement,Teacher Effectiveness,Teaching Methods,Grade 8,Numeracy,Mathematics Teachers,Secondary School Teachers

The purpose of this research is to explore the relationship mathematics teaching qualification and teaching activities with mathematics scores of 8th grade Turkish students who participated in PISA (Program for International Student Assessment) 2012 using Hierarchical Linear Modeling. PISA 2012 mathematics literacy test and student questionnaire were used to collect data and these were obtained from the official website of PISA. In this study, random effects one-way ANOVA and random coefficient regression model were developed to analyze the data. The results of the research show that there are significant differences in terms of mathematics literacy between schools. It also indicates that while the increase in the student-centered instructions within the context of classroom activities decreased students' mathematics literacy scores, teachers' frequency of activating cognitive processes and a good disciplined environment increased students' mathematics literacy skill. The impacts of significant variables were discussed and implications for further research were provided. [This study was presented at the 3rd International Eurasian Educational Research Congress in 31 May- 3 June 2016 in Mugla, Turkey.]
The Teacher Academic Buoyancy Scale: Is It Possible to Keep TABS on Students&apos; Academic Buoyancy?
Author: Verrier, Diarmuid
Date: 2018-00-00
Type: Journal Articles
Subjects: Resilience (Psychology),Academic Achievement,Teacher Attitudes,Test Reliability,Test Validity,Gender Differences,Measurement Techniques,Student Characteristics,Psychometrics,Foreign Countries,Student Problems,Adolescents,Behavior Rating Scales,Secondary School Students

Academic buoyancy (AB) is the ability to overcome minor academic setbacks. However, although it seems as though teachers would be well placed to comment on this characteristic in students, no teacher-report measure of AB exists. This study evaluates a teacher-report version of the widely used, student-report, Academic Buoyancy Scale (ABS). Confirmatory factor analysis supported the unifactorial nature of the Teacher Academic Buoyancy Scale (TABS), and the scale showed excellent internal reliability. However, while there was some evidence for the criterion-related validity of the TABS, it showed very poor convergent validity with the ABS. It also correlated better with academic achievement than should theoretically be the case for a measure of AB. Further, AB estimates from the two measures were moderated by demographic characteristics: teachers rated girls and those not facing adversity as more buoyant, but the opposite was the case for self-reports. In sum, this study suggests a significant disjunction between teacher- and self-reports of AB, and that teacher estimates of AB are likely to be affected by salient, non-AB-related, student characteristics.
Multi-Trait Multi-Method Matrices for the Validation of Creativity and Critical Thinking Assessments for Secondary School Students in England and Greece
Author: Ventista, Ourania Maria
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Multitrait Multimethod Techniques,Creativity Tests,Critical Thinking,Cognitive Tests,Test Validity

The aim of this paper is the validation of measurement tools which assess critical thinking and creativity as general constructs instead of subject-specific skills. Specifically, this research examined whether there is convergent and discriminant (or divergent) validity between measurement tools of creativity and critical thinking. For this purpose, the multi-trait and multi-method matrix suggested by Campbell and Fiske (1959) was used. This matrix presented the correlation of scores that students obtain in different assessments in order to reveal whether the assessments measure the same or different constructs. Specifically, the two methods used were written and oral exams, and the two traits measured were critical thinking and creativity. For the validation of the assessments, 30 secondary-school students in Greece and 21 in England completed the assessments. The sample in both countries provided similar results. The critical thinking tools demonstrated convergent validity when compared with each other and discriminant validity with the creativity assessments. Furthermore, creativity assessments which measure the same aspect of creativity demonstrated convergent validity. To conclude, this research provided indicators that critical thinking and creativity as general constructs can be measured in a valid way. However, since the sample was small, further investigation of the validation of the assessment tools with a bigger sample is recommended.
A Mixture Partial Credit Analysis of Math Anxiety
Author: Ölmez, Ibrahim Burak
Date: 2018-00-00
Type: Journal Articles
Subjects: Mathematics Anxiety,Middle School Students,At Risk Students,Self Efficacy,Relevance (Education),Gender Differences,Public Schools,Private Schools,Parent Background,Fathers,Educational Attainment,Grade 6,Grade 7,Foreign Countries,Student Attitudes,Mathematics Skills,Mathematics Instruction

The purpose of this study was to investigate a new methodology for detection of differences in middle grades students' math anxiety. A mixture partial credit model analysis was used to detect distinct latent classes based on homogeneities in response patterns. The analysis detected two latent classes. Students in Class 1 had less anxiety about &quot;apprehension of math lessons&quot; and &quot;use of mathematics in daily life,&quot; and more &quot;self-efficacy for mathematics&quot; than students in Class 2. Students in both classes were similar in terms of &quot;test and evaluation anxiety.&quot; Moreover, students in Class 1 were found to be more successful in mathematics, mostly like mathematics and mathematics teachers, and have better educated mothers than students in Class 2. Manifest variables of gender, attending private or public schools, and education levels of fathers did not differ among the latent classes. Characterizing differences between members of each latent class extends recent advances in measuring math anxiety.
The Development of a General Disaster Preparedness Belief Scale Using the Health Belief Model as a Theoretical Framework
Author: Inal, Ebru
Date: 2018-00-00
Type: Journal Articles
Subjects: Natural Disasters,Emergency Programs,Health Behavior,Models,Attitude Measures,Test Construction,Construct Validity,Test Reliability,Beliefs,Test Items,Item Analysis,Factor Structure

The Health Belief Model (HBM) is one of the oldest and most recognized conceptual framework of health behavior and can be applied to disaster preparedness efforts which focus predominantly on human behavior. The study aims to develop and test the psychometric properties of the General Disaster Preparedness Belief (GDPB) scale based on the HBM. A study group of 286 academic and administrative staff working in a Turkish University located in the city of Yalova completed a GDPB scale instrument containing 60 items. Exploratory Factor Analyses (EFA) was used for the construct validity of scale. Item analysis was assessed using item--total correlations and Cronbach's alpha coefficients. The EFA extracted six factors that jointly accounted for 59.2% of variance observed namely; Self efficacy (8 items), Cues to action (5 items), perceived susceptibility (6 items), perceived barriers (6 items), perceived benefits (3 items) and perceived severity (3 items). Cronbach's alpha coefficient for the subscales ranged from 0.90 to 0.74. The GDPB scale based on the HBM was found to be a valid and reliable tool. Findings from this study can be used to guide intervention aimed at informing and educating people about disaster preparedness.
Automating Simulation Research for Item Response Theory Using R
Author: Lee, Sunbok
Date: 2018-00-00
Type: Journal Articles
Subjects: Item Response Theory,Simulation,Replication (Evaluation),Automation,Computer Software,Validity

A simulation study is a useful tool in examining how validly item response theory (IRT) models can be applied in various settings. Typically, a large number of replications are required to obtain the desired precision. However, many standard software packages in IRT, such as MULTILOG and BILOG, are not well suited for a simulation study requiring a large number of replications because they were developed as a stand-alone software package that is best suited for a single run. This article demonstrated how built-in R functions can be used to automate the simulation study using the stand-alone software packages in IRT. For a demonstration purpose, MULTILOG was used in the example codes in the appendices, but the overall framework of a simulation study and the built-in R functions used in this article can be applied for a simulation study using other stand-alone software packages as well.
Gaining a Better Understanding of General Mattering Scale: An Application of Classical Test Theory and Item Response Theory
Author: Sari, Halil Ibrahim
Date: 2018-00-00
Type: Journal Articles
Subjects: Measures (Individuals),Test Theory,Item Response Theory,Likert Scales,Test Items,Foreign Countries,Undergraduate Students

The current study shows the applications of both classical test theory (CTT) and item response theory (IRT) to the psychology data. The study discusses item level analyses of General Mattering Scale produced by the two theories as well as strengths and weaknesses of both measurement approaches. The survey consisted of a total of five Likert-type items. Each student chose the best answers from the given categories (e.g., not at all, a little, somewhat, very much). We specifically run generalized partial credit IRT model. Overall, we discussed that while CTT provides comparatively superficial information, IRT allows gaining deeper insight into the test items and response categories. We concluded that the meaning of item properties differs in CTT and IRT, and this difference may lead to different interpretations. We aimed to encourage psychologists and counsellors to give more consideration to the IRT applications when assessing the psychometric features of the items.
The DIF Identification in Constructed Response Items Using Partial Credit Model
Author: Retnawati, Heri
Date: 2018-00-00
Type: Journal Articles
Subjects: Test Bias,Test Items,Responses,Grade 9,Grade 10,Foreign Countries,Difficulty Level,Junior High School Students,High School Students

The study was to identify the load, the type and the significance of differential item functioning (DIF) in constructed response item using the partial credit model (PCM). The data in the study were the students' instruments and the students' responses toward the PISA-like test items that had been completed by 386 ninth grade students and 460 tenth grade students who had been about 15 years old in the Province of Yogyakarta Special Region in Indonesia. The analysis toward the item characteristics through the student categorization based on their class was conducted toward the PCM using CONQUEST software. Furthermore, by applying these items characteristics, the researcher draw the category response function (CRF) graphic in order to identify whether the type of DIF content had been in uniform or non-uniform. The significance of DIF was identified by comparing the discrepancy between the difficulty level parameter and the error in the CONQUEST output results. The results of the analysis showed that from 18 items that had been analyzed there were 4 items which had not been identified load DIF, there were 5 items that had been identified containing DIF but not statistically significant and there were 9 items that had been identified containing DIF significantly. The causes of items containing DIF were discussed.
Investigation of 9th Grade High School Students&apos; Attitudes towards Science Course
Author: Karamustafaoglu, Orhan
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Grade 9,High School Students,Student Attitudes,Self Management,Beliefs,Student Motivation,Gender Differences,Science Instruction

In this study, ninth grade students' attitudes towards science were investigated in terms of self-regulation strategies, motivational beliefs and gender variables. The sample of this study includes 322 male and 296 female in total 618 students from 3 different high schools (Science high school, Anatolian high school, and Vocational high school) in center district of Amasya city. To collect the data, the researchers employed &quot;Motivated Strategies for Learning Questionnaire&quot; which has been developed by Pintrich and De Groot in 1990, adapted into Turkish by Uredi in 2005 and consists of 44 items and &quot;Colorado Learning Attitudes about Science Survey (CLASS)&quot; has been developed by Adams and others in 2006, adapted into Turkish by Bayar and Karamustafaoglu in 2015 and consists of 36 items. For data analysis, mean, standard deviation, independent t-test and correlation were addressed. The results of this study show that there are statistically significant relationships between 9th grade students' attitudes towards science and self-regulation strategies, motivational beliefs, and gender.