ethanporcaro/eric-fulltext-meta huggingface dataset:
Validity and Reliability of Scores Obtained on Multiple-Choice Questions: Why Functioning Distractors Matter
Author: Ali, Syed Haris
Date: 2016-02-00
Type: Journal Articles
Subjects: Scores,Multiple Choice Tests,Test Reliability,Test Validity,Medical Students,Cohort Analysis,Test Items,Item Analysis,Intervention,Pretests Posttests,Difficulty Level,Performance Based Assessment,Predictor Variables,Test Format

Plausible distractors are important for accurate measurement of knowledge via multiple-choice questions (MCQs). This study demonstrates the impact of higher distractor functioning on validity and reliability of scores obtained on MCQs. Freeresponse (FR) and MCQ versions of a neurohistology practice exam were given to four cohorts of Year 1 medical students. Consistently non-functioning multiple-choice distractors (&lt;5% selection frequency) were replaced with those developed from incorrect responses on FR version of the items, followed by administration of the revised MCQ version to subsequent two cohorts. Validity was assessed by comparing an index of expected MCQ difficulty with an index of observed MCQ difficulty, while reliability was assessed via Cronbach's alpha coefficient before and after replacement of consistently non-functioning distractors. Pre-intervention, effect size (Cohen's d) of the difference between mean expected and observed MCQ difficulty indices was noted to be 0.4-0.59. Post-intervention, this difference reduced to 0.15 along with an increase in Cronbach's alpha coefficient of scores obtained on MCQ version of the exam. Through this study, we showed that multiple-choice distractors developed from incorrect responses on free-response version of the items enhance the validity and reliability of scores obtained on MCQs.
Opportunities and Challenges in Training Elementary School Teachers in Classroom Management: Initial Results from Classroom Management in Action, an Online Professional Development Program
Author: Marquez, Brion
Date: 2016-01-00
Type: Journal Articles
Subjects: Elementary School Teachers,Classroom Techniques,Educational Opportunities,Barriers,Faculty Development,Blended Learning,Inservice Teacher Education,Training Methods,Program Descriptions,Formative Evaluation,Psychometrics,Social Behavior,Program Effectiveness,Teacher Improvement,Pretests Posttests,Focus Groups,Interviews,Likert Scales

Classroom management remains a challenge for many teachers. The approach and delivery of professional development (PD) in classroom management may determine how well teachers are able to apply evidence-based approaches in their classrooms. We use existing literature to identify the key features that make in-service PD effective and present them as the defining features of a recently developed PD program, &quot;Classroom Management in Action,&quot; which blends online technology, evidence-based practice in positive behavior support, video modeling, self-paced/step-by-step activities, and tools for aiding and measuring fidelity and behavioral outcomes. We report results from studies documenting the program's social validity, the psychometrics of its online behavioral assessment tool, and its effectiveness based on an initial pilot test using a randomized controlled field trial involving 101 classrooms. We offer recommendations for future research on PD in classroom management and implications for policy and practice.
Assessing Accessibility: How Accessible Are Online Courses for Students with Disabilities?
Author: Massengale, Lindsey R.
Date: 2016-02-00
Type: Journal Articles
Subjects: Disabilities,Teaching Methods,Delivery Systems,Web Based Instruction,Distance Education,Educational Technology,Accessibility (for Disabled),Access to Education,Online Courses,College Students

Delivering course material in a manner that is accessible to all students including those with disabilities is important in the online environment. This article presents an analysis focusing on the accessibility of six courses presented through the Webcourses platform. Six professors volunteered one course for analysis. The tool used for analyzing the courses was the WAVE tool bar. Analysis of course was completed individually, but results were reported across courses. Overall, results indicated 13 types of challenges and of these 5 were the most prevalent across courses. The author discusses a brief history of distance education, the tool used for analysis, challenges that were identified within course and offers suggestion of how to minimize those challenges. Within the methodology, screen shots of the WAVE tool bar are provided. Visual analysis of the frequency of the 13 challenges is provided. Implications of the WAVE tool are shared with future research directions.
A Preliminary Study on the Use of Mind Mapping as a Visual-Learning Strategy in General Education Science Classes for Arabic Speakers in the United Arab Emirates
Author: Wilson, Kenesha
Date: 2016-02-00
Type: Journal Articles
Subjects: Cognitive Mapping,Semitic Languages,Misconceptions,Learner Engagement,Visual Learning,Science Education,Teaching Methods,Cooperative Learning,Culturally Relevant Education,Environmental Education,Educational Attainment,Feedback (Response),Scientific Concepts,Intervention,Locus of Control,Instructional Effectiveness,Foreign Countries,English (Second Language),Second Language Learning,Language of Instruction,Action Research

Mind mapping was introduced as a culturally relevant pedagogy aimed at enhancing the teaching and learning experience in a general education, Environmental Science class for mostly Emirati English Language Learners (ELL). Anecdotal evidence suggests that the students are very artistic and visual and enjoy group-based activities. It was decided to integrate an intervention that would incorporate Emirati artistic and collaborative practices, in an effort to engage them on all levels, such that their academic attainment is positively affected. Preliminary results based on a group of 60 students, from on-going active research, suggest that this method is quite useful in helping pupils summarise lengthy lessons and increase student engagement and communication amongst peers, which helps them to reinforce scientific theories and concepts. This method further facilitates on-the-spot identification of misconceptions that students may have, as the instructor can proffer an immediate feedback. Students seem more responsive and motivated as they positively contribute to their learning environment, which is believed can only further strengthen their internal locus of control. The results satisfy paucity in the literature on effective pedagogic strategies for Arabic ELLs in science.
Classroom Re-Design to Facilitate Student Learning: A Case Study of Changes to a University Classroom
Author: Perks, Tom
Date: 2016-02-00
Type: Journal Articles
Subjects: Case Studies,Barriers,Educational Practices,Educational Change,Change Strategies,Focus Groups,Student Surveys,Pretests Posttests,Interior Design,Physical Environment,Followup Studies,Sustainability,Student Attitudes,Classroom Environment,Likert Scales,Observation

This case study examines the physical aspects of a particular university classroom, and what affect specific changes to the classroom had on the perceptions of students, instructors and observers regarding the room as an effective learning space. We compare survey and focus group data collected from students taking courses in the classroom prior to changes to the physical environment with comparable data from students taking courses in the same classroom after specific changes had been made. Immediately following changes to the classroom, notable increases were observed in reported perceptions of student satisfaction with the physical environment, including perceptions of the classroom as a more effective and engaging learning space. Similar perceptions of improvement as a teaching-learning space were reported by instructors and observers. However, subsequent follow-up data collection and analyses suggested little if any sustained increase in perceptions of efficacy of the room as a learning space; indeed, most reported variables returned to baseline levels. The implications of these findings and their relevance to classroom design nevertheless may provide insight regarding the manner in which physical space might support or even enhance teaching and learning.
First-Year Seminar (FYS)--The Advantages That This Course Offers
Author: Jaijairam, Paul
Date: 2016-00-00
Type: Journal Articles
Subjects: First Year Seminars,College Freshmen,School Orientation,School Holding Power,Mentors,Student Experience,Program Effectiveness

First-Year Seminar (FYS) is an introductory class offered to first-year students to help them acclimate to the college environment, develop effective strategies for studying, and learn techniques that will allow them to swiftly complete small assignments and sizable research projects. In 2014, approximately 80 percent of universities offered FYS, and students who took the course, on average, were less likely to transfer to another school and more likely to receive higher grades. The class allows students to learn more information about the college, select courses that are related to their majors and/or minors, effectively utilize resources while they are studying, cooperate with other students to complete projects, and appreciate the benefits of taking a particular course. FYS also enriches the experiences of first-year students by helping them find organizations of interest, understand university policies, and pursue hobbies while attending the college. At some colleges, students who have already taken a FYS course volunteer to become mentors who provide assistance to first-year students while they are taking the class. Analysis has shown that a high percentage of new enrollees indicated that mentors had a very positive impact on their overall experiences. Moreover, at many colleges and universities, there were increases in the retention rate.
Written Corrective Feedback: The Perception of Korean EFL Learners
Author: Chung, Bohyon
Date: 2015-00-00
Type: Journal Articles
Subjects: Error Correction,Feedback (Response),English (Second Language),Second Language Learning,Second Language Instruction,Preferences,Foreign Countries,Student Attitudes,Student Surveys,Writing (Composition),Comparative Analysis,North Americans,Asians,Statistical Analysis,Instructional Effectiveness,Likert Scales,Undergraduate Students

This paper reports on the perception of Korean EFL learners toward feedback types on their written errors. The survey was administered using an adopted questionnaire from previous studies (Ishii 2011; Leki, 1991). This further allows a comparison of Korean EFL learners' attitudes with the responses to an identical questionnaire by Japanese EFL learners and ESL students in North America. The collected data were analyzed based on the response frequencies and a one-way ANOVA test was performed. The results indicated that Korean EFL learners react in favor of direct feedback to their written work, and yet they show little tolerance for simply marking the error without explanation or no feedback. In addition, these preferences are found to be different from Japanese EFL learners and ESL students. Possible explanations for the results were given with reference to the theoretical constructs of SLA.
A Stylistic Study on the Linguistic Deviations in E. E. Cummings' Poetry
Author: Li, Xin
Date: 2015-00-00
Type: Journal Articles
Subjects: Poetry,Language Styles,Visual Arts,Linguistic Theory,Artists,Painting (Visual Arts),Poets,Aesthetics,Semantics,Intimacy,Death,Correlation

Regarded as the pioneer of experimental poetry, E. E. Cummings' unconventional treatment of poetic language has reached an unprecedented acme, which has intrigued and baffled numerous scholars, researchers and readers alike. Nevertheless, the very existence of poetry, like other types of literary texts, demonstrates the significance and value of interpretation and exploration. The eccentric use of language by E. E. Cummings should be attributed to his double identity as both poet and painter. He was deeply influenced by the contemporary European visual art, especially the cubism. Most poems he composed are a perfect blend of the art of painting technique and poetry creation so that there are paintings in poetry and poetry in paintings. Among them, linguistic deviation is one of the means of realizing the foregrounding effect and achieving the aesthetic value. Based on the linguistic deviation theories of Geoffrey N. Leech and with reference to Yu Xueyong's three-dimensional model and framework, this thesis attempts to explore the achievement of foregrounding in E. E. Cummings' poetry by means of graphological, lexical and semantic deviations through analyzing eight selected poems ranging over four of Cummings' major themes namely love, life, nature and death. The attempt to analyze the stylistic features of symbolic poetry demonstrates the complementation of linguistics and literature as well as the interaction between art and aesthetics, thus providing an insightful reference to the interpretation and appreciation of poetry.
Investigating the Relationship between Multiple Intelligences and Professional Identity of Iranian EFL Teachers
Author: Alaee, Mitra
Date: 2015-00-00
Type: Journal Articles
Subjects: Correlation,Multiple Intelligences,Foreign Countries,English (Second Language),Second Language Learning,Professional Identity,Teaching Methods,Second Language Instruction,Language Teachers,Effect Size,Questionnaires,Prediction,Regression (Statistics),Language Aptitude,Teacher Attitudes,Likert Scales

The main purpose of the study was to investigate the relationship between Iranian EFL teachers' Professional Identity and their types of Multiple Intelligences. Moreover, it aimed to see the extent to which their multiple intelligences can predict their professional identity. The participants of the study were 137 Iranian EFL teachers teaching in language schools of Semnan province. Professional identity questionnaire and multiple intelligence survey were used to collect the data. The results of correlation analysis indicated that there is a relationship between language teachers' professional identity and their type of multiple intelligences, the highest one belonging to kinesthetic intelligence representing a large effect size. The results of linear regression showed that teachers' multiple intelligence type can predict their professional identity. After, excluding the linguistics intelligence which did not contribute to the regression model significantly, the remaining seven multiple intelligences predicted 63.7 percent of professional identity. Pedagogical implications and suggestions for further studies are presented.
Politeness Strategies in Healthcare Communication at &quot;Difficult Times&quot;: A Pragmatic Analysis of the &quot;Manga&quot; Discourse in &quot;Nurse Aoi&quot;
Author: Matsuoka, Rieko
Date: 2015-00-00
Type: Journal Articles
Subjects: Pragmatics,Health Services,Patients,Health Personnel,Discourse Analysis,Cartoons,Novels,Nurses,Context Effect,Interpersonal Communication,Family (Sociological Unit),Social Distance,Power Structure,Medical Services,Victims,Natural Disasters,Foreign Countries

This paper examines the ways in which healthcare professionals interact with patients' family members, and/or colleagues. The data are from healthcare discourses at difficult times found in the manga series entitled Nurse AOI. As the first step, we selected several communication scenes for analysis in terms of politeness strategies. From these scenes, we extracted individual events that exhibit any one of five main constraints/maxims that follow Leech's (2009) Grand Strategy Politeness (GSP) framework--generosity/tact, approbation/modesty, obligation, opinion, and feeling. The in-depth analysis was conducted using the following three perspectives: the contextual background of the communication, the relationship with patients' family member and/or colleagues, and the degree of face-threatening acts. This last perspective was evaluated by Politeness Theory (Brown &amp; Levinson, 1987), judging the imposition of face-threatening acts, social distance, and relative power. Each communication event was examined in terms of politeness strategies (Brown and Levinson, 1987; Yoshioka, 2007). At difficult times optimal politeness strategies are required while simultaneously providing urgent medical care for patients or victims. The findings of this study indicate both potential problems with healthcare communication at difficult times such as disasters and also suggest the ways in which the quality of communication may be enhanced.
Project Based Learning (PBL) and Webquest: New Dimensions in Achieving Learner Autonomy in a Class at Tertiary Level
Author: Akhand, Mohd. Moniruzzaman
Date: 2015-00-00
Type: Journal Articles
Subjects: Student Projects,Teaching Methods,Scoring Rubrics,Self Evaluation (Individuals),Personal Autonomy,Learning Processes,Web Based Instruction,English (Second Language),Second Language Learning,Second Language Instruction,Literature Appreciation,Native Language,Indo European Languages,Statistical Analysis,Foreign Countries,Graduate Students,Questionnaires

Now a day, the buzz word for a language classroom is &quot;learner autonomy&quot; that is defined differently by different experts. The fundamental of learner autonomy, however, is to involve the learning in the teaching and learning process. The term &quot;webquest&quot; is also a new concept to the teachers in this part of the world. A webquest is an internet based module designed by an instructor that presents a task with predefined process, resources and a rubric for the learners to undertake the tasks step by step and at the end they self-assess their performance based on the rubric provided in the module. This paper explores the possibility of implementing such a task that makes use of technology (i.e. a webquest) where the learners need to explore the resources by themselves' write down a paper based on their reading and the piece of writing is assessed by the learner her/himself based on a rubric provided. The research shows that when the learners are given autonomy in the classroom, their learning boosts up and their performance curve also rises.
Cross-Lagged Relations between Motivation and Proficiency in English as a Foreign Language among Chinese University Students
Author: Liu, Xinmiao
Date: 2016-00-00
Type: Journal Articles
Subjects: English (Second Language),Predictor Variables,Measurement Techniques,Reliability,Correlation,Second Language Learning,Student Surveys,College Students,Foreign Countries,Undergraduate Students,Motivation,Longitudinal Studies,Structural Equation Models,Motivation Techniques,Likert Scales,Language Tests

The relationship between motivation and EFL proficiency is an issue of great concern in previous research on foreign language learning. However, work in this area offers inconclusive evidence with regard to the directionality of their relations. Using cross-lagged structural equation modeling, this study investigated the directionality of the relations between motivation and EFL proficiency among a sample of 262 Chinese university students (147 female, 115 male). The author adopted a three-wave, longitudinal, cross-lagged panel design and found that changes in instrumental orientation resulted in changes in EFL proficiency throughout the first school year. Changes in integrative orientation were not causally associated with changes in proficiency during the first semester, but the latter predicted the former during the second semester. Changes in motivational intensity predicted changes in proficiency during the first semester, but the relationship became insignificant during the second semester. Theoretical and applied implications were discussed.
Preparing Books for Children from Birth to Age Six: The Approach of Appropriateness for the Child
Author: Çer, Ekran
Date: 2016-00-00
Type: Journal Articles
Subjects: Young Children,Books,Childrens Literature,Reading,Developmentally Appropriate Practices,Literacy,Literacy Education,Teaching Methods,Age Groups,Reading Comprehension

Children's books must primarily be appropriate for children so that they could be a significant stimulus in children's lives. In other words, it is essential that the concepts child reality, literary criteria and artist sensitivity be reflected in books in order to create children's books. From birth to age 6, the fact that children's books are written in such a standpoint can help children in this age range have love and habit of reading. In this respect, this article proposes that children's books from birth to age 6 be written primarily according to the principle of appropriateness for children. With this respect, firstly, the conceptual framework of the principle of appropriateness was established through scientific evidence, and then this principle was reflected in the design, contextual and didactic attributes of children's books from birth to age 6. While forming this conception, birth-24 months, 24-48 months and 48-64 months age groups which Piaget adopted in Cognitive Theory were prioritized. Thus, an approach to write and publish books appropriate for children of these age groups and in different development levels has been developed.
Profesionalism Level of Teachers in State Junior High Schools in Purwokerto: Students' Perspective
Author: Ahmad
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Professionalism,Apprenticeships,Observation,Questionnaires,Interviews,Teacher Competencies,School Culture,Junior High School Students,Junior High Schools,Student Attitudes,Perception,Teacher Effectiveness,Academic Achievement,Curriculum Implementation,Teacher Responsibility,Teaching (Occupation),Teacher Motivation,Knowledge Base for Teaching,Qualitative Research

This study was aimed at describing the implementation of an apprenticeship for the second semester students held by the Faculty of Teacher, Training and Education, The University of Muhammadiyah Purwokerto, in two points: 1) the school condition, and 2) the students' understanding about the level of teacher professionalism. This study belonged to a qualitative method in which observation, questionnaire, and interview were used to gain the data. Three of nine State Junior High Schools in district Purwokerto with 45 second semester students did an apprenticeship there became the sample of this research. The observation and interview results showed that the schools have already been good at implementing their education visions and missions with good communication and interaction among the members of the schools. This fact supports the academic process in which teachers' professionalism can be developed. Moreover, the result of questionnaire showed that: 1) due to pedagogical competence, 43.6% respondents' teacher professionalism understanding belonged to good level and 30.7% of them were categorized into very good one. 2). In line with the students' understanding about professional competence, 52.6% respondent had good understanding while 60% of them were categorized very good. 3). The respondents' observation towards the teachers' personal competence revealed 15.9% of them stated that the teachers were good and 82.2% of them said that the teachers were very good at managing their personal competence. 4). The last result, 30.4% respondents mentioned that teachers were good at their social competence and 43.3% students said that the teachers were categorized very good at that point.