ethanporcaro/eric-fulltext-meta huggingface dataset:
Development of Exposure to English Scale and Investigation of Exposure Effect to Achievement
Author: Gökcan, Mustafa
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Linguistic Input,Test Construction,Construct Validity,Measures (Individuals),Undergraduate Students,Graduate Students,Factor Structure,Academic Achievement

An absence of a scale for measuring exposure to the English language, which has a significant effect on English achievement, was detected in the literature. For this reason, in this study, a six-dimensional scale was developed to detect the level of English language exposure and its construct validity was tested. The factor structure of the scale was determined by exploratory factor analysis with the data collected from 784 university students, 726 of whom are undergraduate and 58 of whom are Master's and Ph.D. students. Confirmation of the factor structure of the scale was carried out with a measurement model specified in a structural equation model. A structural equation modeling study was performed along with 233 students from English preparation classes at a university. In the structural model, the effect of exposure to English on the students' scores received from writing in English, speaking in English and the total score (grammar, vocabulary, reading and listening scores) was examined. It was found that exposure to English has a significant effect on all of the three variables. Exposure to English explained the variance of the speaking variable most, while that effect is the least for the writing variable.
Impact of Emotional Literacy Training on Students&apos; Emotional Intelligence Performance in Primary Schools
Author: Coskun, Kerem
Date: 2019-00-00
Type: Journal Articles
Subjects: Emotional Intelligence,Elementary School Students,Social Development,Emotional Development,Program Effectiveness,Foreign Countries,Children,Class Activities

The present study seeks to reveal the impact Emotional Literacy Training (ELT) that lasted for two months, on students' emotional intelligence performance. The study was designed as a quasi-experimental research. The experimental group consisted of 16 students, while 12 students were assigned to control group. Data in pre-test and post-test were collected through the Ten Years Emotional Intelligence Scale (TYEIS) developed by Coskun, Oksuz and Yilmaz (2017). Data were analysed through the paired sample t-test and independent sample t-test. Findings of the study indicated that ELT significantly increased experimental group students' emotional intelligence performance and this significant increase remained permanently. Results were discussed according to Experiential Learning and Radical Behaviourism and in the light of relevant literature; several implications were developed for teachers, other school staffs and researchers.
Blended Learning Program Development
Author: Rosen, David J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Blended Learning,Technology Integration,Adult Basic Education,Basic Skills,Computer Software Selection,Adult Literacy,Distance Education

The focus of the Technology Solutions for Adult Basic Skills Challenges column begins with common challenges facing adult basic skills practitioners, expressed, for example, in the LINCS Integrating Technology group for which I am the moderator, in other LINCS groups, in my national and state conference or webinar presentations, or privately in face-to-face discussions or by phone or email. Solutions to these problems, at least in part through the use of technology, include: hardware such as desktop and laptop computers, smartphones, electronic tablets, VR Goggles, and electronic whiteboards; and digital software applications such as websites, course management systems, learning management systems, databases, and apps for mobile devices. Each article begins with a challenge and examines one or more possible technology solutions.
An English Version of the Mathematics Teaching Anxiety Scale
Author: Hunt, Thomas E.
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics Anxiety,Elementary School Teachers,Foreign Countries,Teacher Attitudes,Preservice Teachers,Mathematics Instruction,Correlation,Teaching Experience

This study represents the implementation of an English version of the Mathematics Teaching Anxiety Scale (MTAS), originally published in Turkey (Sari, 2014). One hundred and twenty-seven primary school teachers from across the U.K. completed the survey, including 74 qualified teachers and 53 trainees. Following item-reduction and factor analysis, the 19-item MTAS was found to have excellent internal consistency ([alpha] = 0.94) and has a two-factor structure. Factor one, labelled Self-Directed Mathematics Teaching Anxiety, includes 12 items pertaining to a teacher's own teaching practice and perceived ability, whereas factor two, labelled Pupil/Student-Directed Mathematics Teaching Anxiety, includes 7 items pertaining to anxiety concerning pupils/students failing assessments or not reaching curriculum/school targets. Pre-service teachers, compared to in-service teachers, self-reported significantly higher overall maths teaching anxiety. Among in-service teachers, there was a significant negative correlation between length of service and maths teaching anxiety. These findings are important in the context of retention issues in newly qualified teachers and the need to support trainees and newer teachers if they experience anxiety related to teaching maths.
Third Space Creative Pedagogies: Developing a Model of Shared CPDL for Teachers and Artists to Support Reading and Writing in the Primary Curricula of England and Wales
Author: Southern, Alex
Date: 2020-01-00
Type: Journal Articles
Subjects: Foreign Countries,Professional Continuing Education,Faculty Development,Creative Writing,Illustrations,Creativity,Artists,Learning Activities,Program Effectiveness,Teaching Methods,Teacher Effectiveness,Self Efficacy,Teacher Collaboration,Elementary Schools

Zip Zap is a Creative Social Enterprise, which offers an author/illustrator-led Continuing Professional Development and Learning (CPDL) programme to develop teacher knowledge, confidence and skills in delivering creative writing and illustration activities, and a Festival of artist-led activities for school pupils. It is one of a number of initiatives that UK schools can buy into. This paper draws on an evaluation of Zip Zap's CPDL programme and Festival across two UK sites, with two quite different creative learning contexts -- Wales and England, to explore issues affecting the pedagogies at work in the space where teachers and creative practitioners elide. An analysis of findings from teacher/pupil/parent/creative practitioner interviews and observations of classroom teaching and CPDL sessions highlighted a number of key issues in relation to pedagogies of creative writing. These are: the teachers' lack of confidence in creative writing pedagogies, a lack of shared approaches to teaching creative writing, and the potential for shared creative pedagogies. We propose a theoretical framework based on Homi K. Bhabha's theory of the third space that offers a framework for professional learning that enables collaboration between teachers and creative practitioners, and the emergence of shared, creative pedagogies that would nurture pupils' creative writing.
Teachers&apos; Test Construction Skills in Senior High Schools in Ghana: Document Analysis
Author: Quansah, Frank
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Teachers,Teacher Made Tests,Test Construction,Test Reliability,Content Validity,Test Items

Assessment, specifically test construction, forms a critical part of the teaching and learning process. This aspect of teachers' responsibility has been questioned by several authorities in contemporary times. The study explored the test construction skills of Senior High Schools (SHS) teachers in the Cape Coast Metropolis. Using a qualitative document analysis, samples of End-of-Term Examination papers in Integrated Science, Core Mathematics and Social Studies in three selected SHS in the Cape Coast Metropolis were randomly (Lottery method) selected. The assessment tasks on the sampled instruments were critically examined by experts in the area of Educational Measurement and Evaluation. The results revealed that the teachers have limited skills in the construction of end-of-term examination. This was evident as issues were found with the content representativeness and relevance of the test, reliability, and fairness of the assessment tasks which were evaluated. It was recommended that head teachers should take up the challenge of inviting resource persons from recognised academic institutions to organise workshops for teachers on a regular basis to sharpen their skills on effective test construction practices.
The Post-Graduate Academic English Language Skills and the Language Skills Measured by the Iranian PhD Entrance Exam: A Test Reform and Curriculum Change
Author: Kheirzadeh, Shiela
Date: 2019-00-00
Type: Journal Articles
Subjects: English for Academic Purposes,Second Language Learning,College Entrance Examinations,Doctoral Programs,Language Tests,Foreign Countries,Specialists,Doctoral Students,Student Attitudes,Content Analysis,Language Skills,Academic Achievement,Correlation,Test Content,Reading Tests,Student Needs,Educational Change,Curriculum Development

To investigate the congruence between the requisite postgraduate academic language skills and the language skills measured by the General English section of the Iranian National PhD Entrance exam, field specialist informants, language-specialist informants and post-graduate students were questioned. The informants' data were collected through interviews and the students' data were obtained through a language skills' questionnaire. The informants and students' data were analyzed through content analysis and frequency analysis, respectively. The informants acknowledged that all four language skills were crucial for academic success. Considering congruity, both groups of informants asserted that there was little congruity between the language skills measured by the exam and those of the academic context. Post-graduate students believed that the reading section of the exam did not match their academic needs; they also believed that a writing section should be added and that a listening section need not be included in the exam. The findings have some implications for a change in the curriculum preceding the exam.
Examination of Student Growth Using Gain Score and Categorical Growth Models
Author: Yavuz, Hatice Cigdem
Date: 2019-00-00
Type: Journal Articles
Subjects: Growth Models,Scores,Student Characteristics,Institutional Characteristics,Language Skills,Comprehension,Achievement Gains,Achievement Tests,Foreign Countries,Grade 6,Grade 7

In this study, gain score, and categorical growth models were used to examine the role of student (gender and socioeconomic level) and school characteristics (school size and school resources) in the student growth on comprehension skills in language. The participants of this study were 2,416 sixth-grade students in 2011 who became seventh-grade students in 2012. The data was collected through two achievement tests, student and school questionnaires. Two achievement tests were calibrated using the Rasch Model and were scaled using the concurrent estimation method. Moreover, the cut-off scores of these tests were determined by using the bookmark method. Students' growth was modelled with the gain score and categorical growth models. All data was analyzed using multilevel models. Results showed that some students did not achieve sufficient gains to advance to higher performance levels. Although some schools' average gains were higher, their performance was still not significant enough in terms of tests' standards. Moreover, the analyses demonstrated that the student gain scores and growth categories varied significantly among the schools. In addition, the study was able to determine student and school characteristics that have an impact on the students' gain scores and categorical growth. Given the different aspects gained about students' performance with these models, it is recommended to utilize different growth models in schools.
Practices, Challenges and Perceived Influence of Classroom Assessment on Mathematics Instruction
Author: Buabeng, Isaac
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Instruction,Student Evaluation,Junior High School Students,Junior High School Teachers,Evaluation Methods,Learning Activities,Homework,Barriers,Tests,Group Activities,Student Projects,Feedback (Response)

Assessment is a powerful tool for raising the standards of teaching and learning of mathematics at the junior high school level. This study therefore explored the perceived influence of assessment on the teaching and learning of mathematics in junior high schools of OLA Circuit in Cape Coast Metropolitan area. The research design used for the study is a concurrent triangulation mixed method design. A simple random sampling technique was used to select four (4) public junior high schools out of eight (8) schools in the circuit. A multistage sampling procedure was employed to select the schools and participants for the study. A total of 134 participants comprising 15 teachers and 119 students participated in the study. The data for the study were mainly collected through questionnaires and interviews. Findings of the study revealed that class exercise, homework, and trial work were the most common mode of assessment used by teachers during mathematics instruction. Again, the study discovered that teachers faced some challenges in the implementation of classroom assessment. The study therefore makes certain recommendations likely to improve on the quality of assessment practices in mathematics classrooms in the focal schools.
Safe Learning Environment Perception Scale (SLEPS): A Validity and Reliability Study
Author: Haidari, Sayed Masood
Date: 2019-00-00
Type: Journal Articles
Subjects: Test Reliability,Test Validity,Educational Environment,Security (Psychology),Attitude Measures,Student Attitudes,Secondary School Students,Public Schools,Private Schools,Foreign Countries,Early Adolescents,Teacher Student Relationship,Peer Relationship,Gifted

The purpose of this study was to develop and cross-validate a measurement scale on students' perception of a psychologically safe learning environment in the Turkish context. Primarily, the scale items underwent two rounds of expert review. Then, a series of item elimination or revisions were performed to improve their relevance to the content domain and their comprehensibility for the target group according to the CVI and modified kappa statistics. The results yielded a strong content validity and clarity of the items. Then, the exploratory factor analysis and parallel analysis were performed based on the data from 556 secondary school students (grade 5-8), which suggested a three-factor solution. The KMO was 0.942 &gt; 0.50 with significant Bartlett test values, x[superscript 2](496) = 8295.592, p &lt; 0.001 and the explained total variance was 50.622 %. Each item had a factor loading of &gt; 0.58 with &gt; 0.40 common correlations. To validate this structure, confirmatory factor analysis was conducted based on the data from a different group of students (N = 339). The goodness of fit indices, factor loadings, and the &quot;t&quot; statistics supported a good-fitting measurement model, x[superscript 2](N = 339) = 925.29, df = 461, p &lt; 0.001; x[superscript 2] /df = 2, NFI = 0.94, NNFI = 0.97, CFI = 0.97, SRMR = 0.069, RMSEA = 0.055. The convergent and discriminant validity were also supported. In general, the SLEPS has potential applicability both at the lower and upper secondary schools (public and private) and at the educational centers for the gifted.
Assessing the Relationship between Cognitive Load and the Usability of a Mobile Augmented Reality Tutorial System: A Study of Gender Effects
Author: Ibili, Emin
Date: 2019-00-00
Type: Journal Articles
Subjects: Cognitive Processes,Difficulty Level,Correlation,Usability,Handheld Devices,Computer Simulation,Gender Differences,Geometry,Mathematics Instruction,Grade 8,Secondary School Students,Foreign Countries,Intelligent Tutoring Systems

In this study, the relationship between the usability of a mobile Augmented Reality (AR) tutorial system and cognitive load was examined. In this context, the relationship between perceived usefulness, the perceived ease of use, and the perceived natural interaction factors and intrinsic, extraneous, germane cognitive load were investigated. In addition, the effect of gender on this relationship was investigated. The research results show that there was a strong relationship between the perceived ease of use and the extraneous load in males, and there was a strong relationship between the perceived usefulness and the intrinsic load in females. Both the perceived usefulness and the perceived ease of use had a strong relationship with the germane cognitive load. Moreover, the perceived natural interaction had a strong relationship with the perceived usefulness in females and the perceived ease of use in males. This research will provide significant clues to AR software developers and researchers to help reduce or control cognitive load in the development of AR-based instructional software.
Adaptation of Physics Metacognition Inventory to Turkish
Author: Ünlü, Zeynep Koyunlu
Date: 2019-00-00
Type: Journal Articles
Subjects: Test Construction,Turkish,Translation,Test Validity,Test Reliability,High School Students,College Students,Metacognition,Physics,Problem Solving,Foreign Countries

This study aimed to adapt the Physical Metacognition Inventory (PMI) developed by Taasoobshirazi and Farley (2013) to Turkish. PMI consists of 24 items and six factors. The scale items were translated into Turkish by the researchers, and a Turkish-English comprehensibility form was prepared to elicit the opinions of Turkish-English language experts. After making the necessary revision according to the feedback of the experts, a confirmatory factor analysis (CFA) was undertaken. A total of 554 students participated in the research, selected from prospective teachers enrolled in the science teaching and classroom teaching programs offered by education faculties or prospective engineers studying in engineering faculties. The results of CFA revealed that the factors and related items of the adapted scale were the same as in the original version. The reliability of measurement was calculated as 0.93 for the whole scale. The adapted PMI presented in this research can be applied to evaluate the level of metacognition used by high school and university students in solving physics problems.
Social Network Addiction Scale: The Validity and Reliability Study of Adolescent and Adult Form
Author: Gokdas, Ibrahim
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Media,Addictive Behavior,Adolescents,High School Students,Young Adults,Test Validity,Test Reliability,Test Construction

In this study, it was aimed to develop a valid and reliable social network addiction scale for adolescents and young adults. In the Exploratory Factor Analysis of the scale, the application was conducted to 425 high school students between 14-17 years of age and 310 young adults between 18-43 years of age. Confirmatory Factor Analysis was performed on a different group and for this purpose, 322 high school students and 197 young adults were included in the analysis. As a result of the analyses performed, the scale exhibited a-10-item and three-factor structure in both groups. The total variance explained was 71.51% for adolescents and 70.96% for young adults. The total Cronbach Alpha reliability coefficient of the scale was 0.87 for adolescents and 0.84 for young adults. With the 1st and 2nd level Confirmatory Factor Analysis performed on a similar study group, a good model was revealed for both adolescents and young adults. The Social Network Addiction Scale developed within the scope of this study is thought to have the adequate validity and reliability structure that can be used to measure social network addiction levels of adolescents and young adults.
An Effective Way to Provide Item Validity: Examining Student Response Processes
Author: Kutlu, Omer
Date: 2019-00-00
Type: Journal Articles
Subjects: Test Validity,Test Items,Achievement Tests,Grade 4,Elementary School Students,High Achievement,Low Achievement,Foreign Countries,Elementary Secondary Education,International Assessment,Science Achievement,Science Tests,Interviews,Student Reaction

Studies based on response processes of individuals can provide information that supports the assessment and increases the validity of the items in the scale or tests. The purpose of this study is to present the extent to which the student response processes are effective in identifying and developing the characteristics of the items in an achievement test and in collecting validity evidence. For this purpose, 28 Turkish fourth-grade students were chosen, half were high-achieving students and the remaining half were low-achieving students. The items for the study were chosen from the Trends in International Mathematics and Science Study TIMSS 2007 and 2011 by taking into consideration several item characteristics. Before cognitive interviews, an interview guide was also prepared. In the study, it was determined that cognitive interviews, especially those conducted with the high-achieving students, can serve to develop item validity. In the cognitive interviews with the low-achieving students, information was gathered concerning how students who did not have specific knowledge measured with an item were able to respond to that item. [This study was presented at the 10th International Test Commission (ITC) Conference in 1-4 July 2016 in Vancouver, Canada.]
An Investigation of Item Bias of English Test: The Case of 2016 Year Undergraduate Placement Exam in Turkey
Author: Akcan, Rabia
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Placement,Undergraduate Students,Test Bias,Test Items,Gender Differences,Institutional Characteristics,English (Second Language),Foreign Countries,High Schools,Vocabulary,Grammar,Translation,Reading Comprehension,Language Tests

The purpose of this study is to determine whether English test items of Undergraduate Placement Exam (UPE) in 2016 contain differential item functioning (DIF) and differential bundle functioning (DBF) in terms of gender and school type and examine the possible sources of bias of DIF items. Mantel Haenszel (MH), Simultaneous Item Bias Test (SIBTEST) and Multiple Indicator and Multiple Causes (MIMIC) methods were used for DIF analyses. DBF analyses were conducted by MIMIC and SIBTEST methods. Expert opinions were consulted to determine the sources of bias. Data set of the study consisted of responses of 59818 students to 2016 UPE English test. As a result of the analyses carried out on 60 items, it was seen that one item in translation subtest contained DIF favoring male students. In school type based analyses, it was concluded that there were nine DIF items in vocabulary and grammar knowledge subtest, six DIF items in reading comprehension subtest and four DIF items in translation subtest. Experts stated that one item containing DIF by gender was unbiased, and evidence of bias was found in thirteen of nineteen items that contained DIF by school type. According to DBF analyses, it was found that some item bundles contained DBF with respect to gender and school type. As a result of research, it was discovered that there were differences with regard to the number of DIF items identified by three methods and the level of DIF that the items contained; however, methods were consistent in detecting uniform DIF.