ethanporcaro/eric-fulltext-meta huggingface dataset:
Socioeconomically Disadvantaged and Resilient Students&apos; Characteristics and Their Perceptions about School
Author: Özden, Celalettin
Date: 2020-00-00
Type: Journal Articles
Subjects: Economically Disadvantaged,Socioeconomic Status,Resilience (Psychology),Psychological Characteristics,Student Attitudes,Student Motivation,Self Efficacy,Student School Relationship,Expectation,Academic Achievement,Public Schools,Urban Schools,Grade 7,Grade 8,Foreign Countries

This study aims to evaluate socioeconomically disadvantaged and resilient students' opinions about school and their expectations from school. The research is designed in qualitative research methods, phenomenology patterns, and interview techniques. Twenty students consist of the working group of the research. The data has been analyzed with content analysis. The research concludes that the resilience source of resilient students exhibits an interactive and intertwine structure in educational, psychological, social, and personal dimensions. Significance of focusing on their characteristics with psychological frame backgrounds such as intrinsic motivation, commitment, self-confidence, and self-management to understand the resilience of these students have been detected. It is understood from the student views these two frameworks contribute to shaping life expectations, education processes, and being favorable to school and distinguish oneself despite socioeconomic disadvantages surrounding them. Psychological dimensions and personal characteristics are the main determinants of the perspective towards the educational framework. Active participation in lessons, achievement, discipline, school and teacher perceptions, fun learning approaches, and social environment relations reveal the power of their inner dynamics. Similarly, different learning strategies, the consciousness of taking responsibility, expressing oneself clearly, and self-efficacy beliefs that they could better reveal a personality structure that is open to change and development. Moreover, students have expectations from the school, such as improving the school's physical and educational capacity, tight disciplinary practices, teachers' self-renewal and sincere behavior, and the desire to participate in school decisions. This study will present a new point of view to curriculum development experts and school administrators in the formation of teaching programs that take into account student views.
Invite Students to Skip the Unemployment Line: How Health Information Management Education (HIM) Programs Can Increase Employability with Support from HIM Stakeholders
Author: Tatum, Aerian
Date: 2020-00-00
Type: Journal Articles
Subjects: Information Management,Health,Employment Qualifications,Undergraduate Students,Employment Potential,School Business Relationship,Job Skills,Soft Skills,Industry,Apprenticeships,Experiential Learning,Knowledge Level,Partnerships in Education

Students graduate from accredited programs every year with skills and competencies required by the academic program of choice. However, industry leaders and educators have different perceptions as it relates to graduate preparedness for the workforce. The topic of this research study was the employability of health information management (HIM) undergraduates. This paper posited that university connections and partnerships will assist graduates in securing employment and other required skills after graduation. The purpose of this paper was to extend the work begun by Jackson, Lower, and Rudman, finding evidence via a systematic review of the literature. The question explored was how management frameworks can bridge the gap in HIM education and increase graduate employability by partnering with healthcare organizations. A systematic review methodology was used to aggregate the data from 21 articles. The findings showed it was important to consider both hard and soft skills in when increasing graduate employability. Recommendations were made for each of the actors in this situation, the educator, the undergraduate student, and the HIM industry leader/employer.
The Views of Shareholders on Utilization of Educational Technologies in Adult Learning
Author: Sekerci, Reyhan
Date: 2020-00-00
Type: Journal Articles
Subjects: Stakeholders,Opinions,Technology Uses in Education,Educational Technology,Adult Learning,Informal Education,Lifelong Learning,Electronic Learning,Attendance

The purpose of this study was to reveal the views of shareholders on utilization of educational technologies in informal education institutions. A total of 10 people including 5 officers and 5 course attendees who were selected via convenience sampling which is one of purposeful sampling methods, participated in this study using qualitative research method. The study was conducted in phenomenological design, which is among qualitative research designs. Thus, a semi-structured interview form was prepared and interview technique was used to collect data in the study. The data were analyzed via content analysis technique. All the data acquired in the study were coded, various dimensions and appropriate themes for these dimensions were determined in accordance with the study purpose. Percentages and frequencies related to the themes were calculated. As a result of the study, the views of shareholders on utilization of educational technologies in informal education institutions were revealed.
A Lesson to Be Learned
Author: Moutsios, Stavros
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Colleges,Research,Knowledge Management,Social Environment,World Problems,Public Health,Political Issues,Foreign Countries,College Role,Governance,Institutional Autonomy

This brief essay departs from the ascertainment that, according to official agencies and epidemiologists, the COVID-19 pandemic was preventable, to outline the current research regime in so-called 'knowledge societies'. It argues that the state and business control of universities, which in Europe has been particularly promoted by the EU, as well as the overwhelming emphasis on the inventions of the 'fourth industrial revolution', have displaced research that addresses the common good.
Investigating the Alignment between the CELPIP-General Reading Test and the Canadian Language Benchmarks: A Content Validation Study
Author: Chen, Michelle Y.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Reading Tests,Language Tests,English (Second Language),Language Proficiency,Scores,Content Validity,Standardized Tests,Test Items,Alignment (Education),National Standards,Test Content

Seeking evidence to support content validity is essential to test validation. This is especially the case in contexts where test scores are interpreted in relation to external proficiency standards and where new test content is constantly being produced to meet test administration and security demands. In this paper, we describe a modified scale-anchoring approach to assessing the alignment between the Canadian English Language Proficiency Index Program (CELPIP) test and the Canadian Language Benchmarks (CLB), the proficiency framework to which the test scores are linked. We discuss how proficiency frameworks such as the CLB can be used to support the content validation of large-scale standardized tests through an evaluation of the alignment between the test content and the performance standards. By sharing both the positive implications and challenges of working with the CLB in high-stakes language test validation, we hope to help raise the profile of this national language framework among scholars and practitioners.
Portfolio Based Language Assessment (PBLA) in Language Instruction for Newcomers to Canada (LINC) Programs: Taking Stock of Teachers&apos; Experience
Author: Abdulhamid, Nwara
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Immigrants,English Language Learners,Portfolios (Background Materials),Portfolio Assessment,Evaluation Methods,Language Tests,Testing Problems

This study examined seven Language Instruction for Newcomers to Canada (LINC) teachers' accounts of current Portfolio Based Language Assessment (PBLA) practices, elicited through semi-structured interviews, in order to explore &quot;washback&quot; -- the effects of PBLA on teaching and learning. Portfolios are primarily useful as formative assessment tools (i.e., informing teaching and learning) (Fox, 2014; Little, 2007); conversely, when used solely as summative tools (i.e., achievement measures), they can result in &quot;portfolio prisons,&quot; which undermine teaching and learning (Hargreaves et al., 2002). To investigate the washback effect of PBLA, data were qualitatively analyzed, synthesized, and merged in development of recurring themes (Charmaz, 2006). Findings suggest that PBLA may have had washback on both teaching and learning. However, teachers' individual classroom situations determined the &quot;direction&quot; and &quot;intensity&quot; of reported PBLA washback. The study highlights &quot;leverage points&quot; (Fox, 2004) where interventions (e.g., additional support, resources) might address negative washback.
Does School Finance Reform Reduce the Race Gap in School Funding?
Author: Rothbart, Michah W.
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Finance,Finance Reform,Racial Differences,School Districts,Racial Composition,Court Litigation,Resource Allocation,Fiscal Capacity,Educational Equity (Finance)

This paper offers new evidence on the impacts of school finance reforms (SFRs) precipitated by school finance litigation, exploring the extent to which the impact of SFR differs by district racial composition. Using difference-in-differences and event study models with a series of district and year (or state-by-year) fixed effects, and a sixteen-year panel of over 10,000 school districts, my analyses exploit variation in funding across school districts, and timing of school finance court orders across states, to estimate the effect of SFR on the distribution of district funding by racial composition. Models include relevant control variables available in national data and results are robust to numerous alternative specifications, including estimating impacts on percent changes in resources (in addition to levels), restricting analyses to districts in SFR states, controlling for additional covariates available in only some years and some states, and adding controls for state-specific time trends. In addition, I estimate changes in New York State to assess whether and to what extent results are sensitive to additional controls for revenue-raising capacity and district costs. Results suggest that SFR can work to alleviate racial funding gaps, though impacts are moderate.
Examining Rater Performance on the CELBAN Speaking: A Many-Facets Rasch Measurement Analysis
Author: Wang, Peiyu
Date: 2020-00-00
Type: Journal Articles
Subjects: Item Response Theory,Language Tests,English (Second Language),Nurses,Foreign Countries,Language Proficiency,Speech Tests,Interrater Reliability,High Stakes Tests,Bias,Rating Scales

Internationally educated nurses' (IENs) English language proficiency is critical to professional licensure as communication is a key competency for safe practice. The Canadian English Language Benchmark Assessment for Nurses (CELBAN) is Canada's only Canadian Language Benchmarks (CLB) referenced examination used in the context of healthcare regulation. This high-stakes assessment claims proof of proficiency for IENs seeking licensure in Canada and a measure of public safety for nursing regulators. Understanding the quality of rater performance when examination results are used for high-stakes decisions is crucial to maintaining speaking test quality as it involves judgement, and thus requires strong reliability evidence (Koizumi et al., 2017). This study examined rater performance on the CELBAN Speaking component using a Many-Facets Rasch Measurement (MFRM). Specifically, this study identified CELBAN rater reliability in terms of consistency and severity, rating bias, and use of rating scale. The study was based on a sample of 115 raters across eight test sites in Canada and results on 2698 examinations across four parallel versions. Findings demonstrated relatively high inter-rater reliability and intra-rater reliability, and that CLB-based speaking descriptors (CLB 6-9) provided sufficient information for raters to discriminate examinees' oral proficiency. There was no influence of test site or test version, offering validity evidence to support test use for high-stakes purposes. Grammar, among the eight speaking criteria, was identified as the most difficult criterion on the scale, and the one demonstrating most rater bias. This study highlights the value of MFRM analysis in rater performance research with implications for rater training. This study is one of the first research studies using MFRM with a CLB-referenced high-stakes assessment within the Canadian context.
Internationally Educated Nurses and the Canadian English Language Benchmark Assessment for Nurses: A Qualitative Test Validation Study of Test-Taker Accounts
Author: Baldwin, Stefanie
Date: 2020-00-00
Type: Journal Articles
Subjects: Nurses,Nursing Education,Foreign Countries,Licensing Examinations (Professions),Task Analysis,English (Second Language),Second Language Learning,Language Tests,Benchmarking,Computer Assisted Testing,Knowledge Level,High Stakes Tests,Decision Making,Immigrants,Foreign Nationals,Attitudes

This qualitative validation study examines sixteen Internationally Educated Nurses' (IENs') accounts of the Canadian English Language Benchmark Assessment for Nurses (CELBAN) at two testing centres (Toronto and Hamilton). This study adopts both focus groups and one-on-one interviews to investigate the inferences drawn from the test, and its consequences. Focus groups and interviews were conducted using an adapted interview guide utilized in the TOEFL iBT [Test of English as a Foreign Language internet-based test] investigation of test-taker accounts of construct representation and construct irrelevant variance (DeLuca et al., 2013). While construct representation describes the degree of authenticity in the presentation of Canadian English language nursing tasks, construct irrelevant variance refers to potential factors impacting the test-taking experience which might contribute to a score variance that was not reflective of test-taker knowledge of the testing constructs (Messick, 1989, 1991, 1996). In this study, test-taker accounts of construct representation and construct irrelevant variance constituted the data which were coded and analyzed abductively via the sensitizing concepts derived from DeLuca et al., and Cheng and DeLuca (2011) on examining test-takers' experience and their contribution to validity. Seven themes emerged, answering four research questions: How do IENs characterize their test experience? How do IENs describe the assessment constructs? What, if any, sources of Construct Irrelevant Variance (CIV) do IENs describe? Do IENs feel the language tasks are authentic? Overall, participants reported positive experiences with the CELBAN, while identifying some possible sources of CIV. Given the CELBAN's widespread use for high-stakes decisions (a component of nursing certification and licensure), further research of IEN-test-taker responses to construct representation and construct irrelevant variance will remain critical to our understanding of the role of language competency testing for IENs.
Using the CLB in WorkLINC
Author: Beaulne, Audrey
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,English Language Learners,Language Proficiency,Benchmarking,Immigrants,Employment Potential,Curriculum Development

Striving for greater English proficiency and securing a job are common goals of newcomers to Canada. For newcomers in the Language Instruction for Newcomers to Canada (LINC) program, the Canadian Language Benchmarks (CLB)/Niveaux de competence linguistique canadiens (NCLC) provide an indicator of their abilities and progress in their language acquisition. The CLB have become the backbone of WorkLINC, an industry-specific work readiness program. They anchor curriculum, Portfolio-Based Language Assessment (PBLA) real-world tasks, and classroom activities. WorkLINC participants develop their vocabulary, soft skills, workplace safety knowledge, and get employment support. Instructors have shared the CLB with employers and community partners to increase comprehension of newcomers' language levels. Though there are challenges meeting the diverse needs in multi-level cohorts, engaging learners about the purpose of classroom tasks and understanding the CLB competency areas in which they need development enables them to focus on achievable goals directly related to their employment aspirations.
The Role of Literature and Literary Texts in an EFL Context: Cultural Awareness and Language Skills
Author: Isariyawat, Chomphu
Date: 2020-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Undergraduate Students,Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Language Skills,Literature,Student Attitudes,Majors (Students),Foreign Countries,Thinking Skills,Critical Thinking

This research was aimed to 1) investigate the attitudes of learners towards literature, and 2) discover the impact of literature and literary texts on cultural awareness and language skills in Thai EFL undergraduate students. A blend of qualitative and quantitative research configuration was embraced. An abstract content was coordinated into an EFL class with 100 English major students at Buriram Rajabhat University. It is one of universities in the Northeast of Thailand. The samples were chosen by a simple random sampling method. Semi-structured interviews were done with the illustrations by the analyst. The discoveries of the research showed consistency between the participant Thai EFL students' points of view. They all pointed out the advantages of utilizing literature and literary texts as integrating students' cultural awareness and language skills.
Educational Research within the Curricula of Initial Teacher Education: The Case of Slovenia
Author: Štemberger, Tina
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education Programs,Preservice Teacher Education,Research Skills,Competence,Bachelors Degrees,Masters Programs,Skill Development,Educational Research,Student Research,Course Descriptions

Professional learning is a continuum starting in initial teacher education and persisting throughout the teacher's career. Initial teacher education programmes should therefore prepare prospective teachers for professional learning via research. There is, however, little knowledge about how initial teacher education programmes educate students about this important subject. The aim of this study was to identify how initial teacher education programmes in Slovenia address the question of empowering prospective teachers with research competence. We analysed all of the initial teacher education programme curricula and established that: (1) overall, more than half of the initial teacher education programmes do not include acquiring research competence as an aim of their study programmes; (2) the majority of bachelor initial teacher education programmes include courses aimed at gaining research competence, but half of the master's initial teacher programmes do not provide any courses related to research; and (3) there is a variety of European Credit Transfer and Accumulation System weightings for educational research courses across initial teacher education programmes in Slovenia.
Motivational and Demotivational Factors Affecting a Teacher&apos;s Decision on Whether to Do Research
Author: Šorgo, Andrej
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Motivation,Teacher Researchers,Educational Research,Foreign Countries,Elementary School Teachers,Secondary School Teachers,Self Esteem,Research Skills,Barriers,Educational Environment,Individual Differences

One of the teacher's basic tasks should be to ensure that the quality of his/her educational work is continually enhanced by the application of practitioner research, as a recognised genre of educational research. The aim of this study was to explore factors that can motivate or demotivate teachers to include research in their educational practice. An online questionnaire was addressed to all Slovenian primary and secondary school teachers and full responses were received from 325 teachers. Although the teachers expressed high perceived self-confidence in their research abilities, this did not transfer to research activity, as only about one quarter of the respondents reported that they performed research. The main drivers of research are an intrinsic motivation for research and career goal orientation, followed by the relatively low influence of important others. Practitioner research is highly valued among teachers, so there must be other factors at work preventing more teachers from starting research activities. Among the leading factors recognised as obstacles are those that can be regarded as facilitating conditions in terms of motivational theory. Work overload, lack of time, school bureaucracy and family life can be regarded as competing with research for the teacher's time, along with other important issues. The school climate cannot be regarded as the main obstacle to research. The findings call for the reallocation of at least some work duties in favour of research as part of regular employment.
Comments from the Chalkface Margins: Teachers&apos; Experiences with a Language Standard, Canadian Language Benchmarks
Author: Desyatova, Yuliya
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Benchmarking,Standards,Immigrants,Second Language Learning,Second Language Instruction,English (Second Language),Program Descriptions,Portfolio Assessment,Foreign Countries,Barriers,Language Tests,Policy Formation,Student Attitudes,Teacher Surveys,Adult Education,Language Proficiency,Language Teachers

While the Canadian Language Benchmarks (CLB) document has been a milestone in supporting the teaching of English as an additional language to adults in Canada, few studies examined practitioners' experiences with the language standard. The expectation of ongoing use of the CLB by teachers in the Language Instruction for Newcomers to Canada (LINC) program became a rigid requirement with the implementation of portfolio-based language assessment (PBLA). However, the CLB-related literature has been mostly conceptual and aspirational, while practitioners' voices have been on the margins of research and policy making. This article examines teacher comments on the CLB, as collected during a large mixed-methods exploratory project on PBLA implementation (Desyatova, 2018, 2020). While some practitioners appreciated the standard and its impact, the majority of comments reflected comprehensibility and interpretation challenges, experienced by both teachers and learners. These challenges were further aggravated by the pressures of PBLA as a mandatory assessment protocol.