ethanporcaro/eric-fulltext-meta huggingface dataset:
Comparison of Oral Reading Errors between Contextual Sentences and Random Words among Schoolchildren
Author: Khalid, Nursyairah Mohd
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Indonesian Languages,Oral Reading,Error Analysis (Language),Error Patterns,Sentences,Reading Tests,Pronunciation,Reading Skills,Reading Rate,Reading Processes,Miscue Analysis,Reading Comprehension,Accuracy,Comparative Analysis,Elementary School Students,Reading Materials

This paper compares the oral reading errors between the contextual sentences and random words among schoolchildren. Two sets of reading materials were developed to test the oral reading errors in 30 schoolchildren (10.00±1.44 years). Set A was comprised contextual sentences while Set B encompassed random words. The schoolchildren were asked to read both contextual sentences and random words reading charts at random order, loudly at normal reading speed. The reading errors were quantified based on the number of mistakes made during reading. The errors were classified into 6 categories; mispronunciations, substitutions, refusals, additions, omissions, and reversals. The results indicated the mean number of errors made by schoolchildren in reading sentence of Set A and Set B were 1.30±0.23 words and 2.70±0.41 words respectively. Random words, Set B, gave a significantly higher number of reading errors compared to contextual sentences, Set A, (U=287, z=-2.46, p=0.01). Reading the random words gave higher number of errors compared to reading the contextual sentences. Mispronunciations and substitutions were the most possible types of errors made when reading Set B (U=234, z=-3.60, p=&lt;0.01 and U=325, z=-2.00, p=0.04 respectively). Schoolchildren tended to mispronounce and substitute some words during reading the random words. In comparing the number of oral reading errors made between schoolchildren and young adults, there was no significant difference. A similar pattern of the type of errors was also found in oral reading errors in both schoolchildren and young adults. Overall findings could be linked to the existence of comprehension during reading the contextual sentences compared to reading the random words.
Case Studies of the Development of Science Teachers' Practices of Socio-Scientific Issue (SSI)-Based Teaching through a Professional Development Program
Author: Pitiporntapin, Sasithep
Date: 2017-00-00
Type: Journal Articles
Subjects: Case Studies,Science Teachers,Professional Development,Foreign Countries,Inservice Teacher Education,Teaching Methods,Educational Change,Scientific Literacy,Scientific Concepts,Teaching Styles,Group Discussion,Observation,Interviews

This research aimed to assess three case studies of in-service science teachers regarding their practices of socio-scientific issue (SSI)-based teaching as they participated in a specially developed professional development (PD) program. Data were collected throughout the PD program from group discussions, observations, interviews, and the review of documents, and they were analyzed using within-case and cross-case analysis methods. The findings showed that the PD program had positive impacts on the teachers' practices of SSI-based teaching. There were some modifications that combined their old teaching styles and SSI-based teaching; however, they attempted to link the science content within a social context in a way that motivated student ownership of learning. They modified their roles as information providers to be learning facilitators. Their students were also encouraged to employ scientific evidence-based reasoning to address the issues under discussion. The three science teachers also added questions to enhance student thinking about the application of scientific knowledge in society. At the individual level, teaching confidence and teaching enthusiasm had powerful influences on their practices of SSI-based teaching. At the school level, the amount of teaching time and the lack of experts on SSI-based teaching in the school were found to be barriers to SSI-based teaching. The results of this study contribute to the growing body of knowledge about preparing science teachers to link their science lessons to the real world, and they also provide a framework for future studies.
Adaptation of ATI-R Scale to Turkish Samples: Validity and Reliability Analyses
Author: Tezci, Erdogan
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Measures (Individuals),Test Validity,Test Reliability,Teaching Methods,Turkish,Media Adaptation,Preservice Teachers,Factor Analysis

Teachers' teaching approaches have become an important issue in the search of quality in education and teaching because of their effect on students' learning. Improvements in teachers' knowledge and awareness of their own teaching approaches enable them to adopt teaching process in accordance with their students' learning styles. The Approaches to Teaching Inventory (ATI-R), which has been developed and revised in this framework, is a scale which is effectively used to define teaching approaches in different cultures. Originally written in English, the ATI-R's validity and reliability results were very positive. The scale's validity and reliability analyses in different languages and cultures have produced a wide range of different results. The aim of this paper is to adapt the scale in the Turkish language. Firstly, in order to handle linguistic equivalence, data collected from 40 teachers were analyzed, and then for confirmatory and reliability analyses data were collected from 485 teachers. According to the analyses, the scale has two dimensions, and under these two dimensions there are four sub-factors. Reliability and validity results in Turkish culture are also acceptable. As a result, the scale can be administered to define teachers' teaching approaches in Turkish samples.
Using State Early Care and Education Workforce Registry Data to Inform Training-Related Questions: Issues to Consider. Research Report. ETS RR-16-31
Author: Ackerman, Debra J.
Date: 2016-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Preschool Teachers,Training,Labor Force,Teacher Competencies,Teacher Certification,Databases,Information Storage,Surveys,Coding,Child Caregivers,Participation

The current early care and education (ECE) policy context is bringing increased attention to the training completed by the child care workforce and to the use of registries to track such training. Although ECE workforce registries are designed to record individuals' data, aggregate registry data have the potential to shed light on the workforce's training needs. However, to date, registries have not been tapped in this way, and there is limited research on the data collected across registries and the extent to which they are standardized. In this report, I share the results of research on the training focus variables used across these databases and on the extent to which such variables are comparable. Also explored is when registries began recording these data and whether enrollment is voluntary, incentivized, or mandatory.The results of the study suggest that aggregate registry data have the potential to address questions related to the focus of the training in which the ECE workforce participates. However, additional research on ECE workforce registries is needed to confirm their usefulness as a source of data on child care training as well as the accessibility of these data.
Determining the Cognitive Structures of Geography Teacher Candidates on &quot;Earthquake&quot;
Author: Kaya, Bastürk
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Geography Instruction,Physical Geography,Preservice Teachers,Seismology,Natural Disasters,Knowledge Level,Case Studies,Qualitative Research,Cognitive Structures,Association Measures,Associative Learning,Semantics,Concept Formation

The objective of this study is to determine the cognitive structures of the students of geography teaching department by identifying their conceptual frameworks about the concept of earthquake. A case study design from qualitative research approaches was used in this research. Sample group of the study constitutes 155 students from the Department of Geography Teaching who took the course of natural disasters. Free Word Association Test was used to collect the data. The data were evaluated according to the content analysis, categories were formed according to the results of this evaluation and frequencies and percentages of the response words in each category were calculated. A total of 9 categories were created according to their semantic associations. Some of them are; &quot;concepts about earthquake, damages of the earthquake, a category of defining earthquake, types and causes of earthquakes, landforms caused by earthquakes and other effects&quot; and they form the dominant categories. The frequencies and percentages of some categories are low such as; &quot;The things that earthquake makes feel, regions where earthquakes happened before or there is a possibility to happen, people, institutions and organizations about earthquakes, helping to the victims of the earthquakes, factors affecting the safety of life and property in the earthquake.&quot; In addition, this study revealed that students have some alternative concepts about earthquake.
Preschool Children's School Readiness
Author: Pekdogan, Serpil
Date: 2017-00-00
Type: Journal Articles
Subjects: Preschool Children,School Readiness,Preschool Teachers,Teacher Attitudes,Mixed Methods Research,Check Lists,Academic Ability,Interpersonal Competence,Communication Skills,Maturity (Individuals),Parent Child Relationship,Child Development,Reading Skills,Writing Skills

The purpose of this study is to examine preschool teachers' perspectives about children's school readiness. Qualitative and quantitative research methods were used in the study as a mixed method research. Data, in the quantitative aspects of the research, were collected through the use of &quot;School Readiness Form&quot; developed by Boz (2004) and &quot;School Readiness Checklist for 5-6 Age Children&quot; developed by the researchers; from 204 preschool teachers. In the qualitative part of the research, open-ended questions were asked for preschool teacher to determine their opinions about children's school readiness. While findings obtained from quantitative aspect revealed that there is a relationship between the skills that children must have and their school readiness; in the qualitative part of the research participants presented an opinion that academic, social communication skills, maturity, communication with parents and the developmental areas have an effect on children's school readiness. In the study, qualitative and quantitative findings were coincided. Some recommendations are made in terms of findings.
How Do Teachers Make Sense of Peer Observation Professional Development in an Urban School
Author: Dos Santos, Luis Miguel
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Peer Evaluation,Faculty Development,English Teachers,Language Teachers,Teacher Competencies,Observation,Teacher Attitudes,Second Language Instruction,Semi Structured Interviews

The purpose of the research study is to explore how a peer observation training programme could be beneficial to the professional development of English teachers in an East Asian environment. The research objectives were to improve teaching practice, examine how teachers make sense of the peer observation programme after they have taken part in, and to suggest alternative approaches. Data were collected from three teachers who participated in a peer observation programme at a language school in Hong Kong through an interview process. The research discovered that peer observation can be a good tool for continuous professional development for teachers in order to develop their teaching strategies. This is especially important within the field of language education. From the analysis, most teachers are wary of the practicalities of peer observation due to the sensitivity that is associated with it. The research also discovered that teachers think that if the peer observation approach is well developed, it can be potentially interesting or generate excitement among teachers. It can support teachers to deliver their possible best practice. There is a general acknowledgement among the participants that there are certain elements of a teacher's performance that only colleagues in the same or closely-related disciplines can accurately assess. In the absence of a clear cut procedure and requirement for evaluating a person and for the person being evaluated, both parties become frustrated as there is no yardstick of performance. Recommendations for improvement have also been presented.
Peer Lecturing as Project-Based Learning: Blending Socio-Affective Influences with Self-Regulated Learning
Author: Seroussi, Dominique-Esther
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Projects,Peer Influence,Teaching Methods,Metacognition,Qualitative Research,Interviews,Learning Motivation,Cognitive Processes,Peer Teaching,Social Influences,Affective Behavior,Preservice Teachers,Student Attitudes,Junior High School Students,Elementary School Students,Foreign Countries,Content Analysis

As a contribution to the efforts to understand the influence of peer presence on self-regulated learning, this paper studies students' reaction to a project-based activity, the final product of which was a scientific communication to peers. In this activity, &quot;peer lecturing,&quot; the students formulate a question on a topic linked to the course, search scientific information in order to answer the question, and teach the result of their investigations to their class in the form of a whole-class communication. The paper draws on the qualitative analysis of 23 interviews of first-year student teachers involved in &quot;peer lecturing&quot; in the framework of an introductory zoology course. In this study, the expressed gains in self-regulated learning described by the students are compared to the gains reported in the literature in other project-based methods and in peer teaching. Original gains in motivation (&quot;social goals&quot;), cognitive processes and self-regulation, are highlighted, while stressing differences between student types. Further development of the method is suggested.
Dimensionality Analyses of the &quot;GRE&quot;® revised General Test Verbal and Quantitative Measures. ETS GRE® Board Research Report. ETS GRE®-16-02. ETS Research Report. RR-16-20
Author: Robin, Frédéric
Date: 2016-05-00
Type: Journal Articles
Subjects: College Entrance Examinations,Graduate Study,Verbal Tests,Mathematics Tests,Item Response Theory,Factor Analysis,Computer Assisted Testing,Adaptive Testing

Exploratory and confirmatory factor analyses of domestic data from the&quot; GRE&quot;® revised General Test, introduced in 2011, were conducted separately for the verbal (VBL) and quantitative (QNT) reasoning measures to evaluate the unidimensionality and local independence assumptions required by item response theory (IRT). Results based on data from the period immediately after the launch of the revised test and data from a year later showed that very little local item dependence was present and that a predominant single factor accounted for each of the data sets. These results provide evidence supporting the assumptions that underlie the use of the unidimensional 2-parameter IRT model for scoring and contribute evidence for the validity of GRE scores and their use.
Analysis of an Interactive Technology Supported Problem-Based Learning STEM Project Using Selected Learning Sciences Interest Areas (SLSIA)
Author: Kumar, David Devraj
Date: 2017-00-00
Type: Journal Articles
Subjects: Problem Based Learning,STEM Education,Educational Technology,Interaction,Case Studies,Science Interests,Cooperative Learning,Information Technology,Simulation

This paper reports an analysis of an interactive technology-supported, problem-based learning (PBL) project in science, technology, engineering and mathematics (STEM) from a Learning Sciences perspective using the Selected Learning Sciences Interest Areas (SLSIA). The SLSIA was adapted from the &quot;What kinds of topics do ISLS [International Society of the Learning Sciences] members study&quot;? (International Society of the Learning Sciences, ISLS, n.d.). The SLSIA is applied to analyze a case study, the interactive technology supported PBL simulation in water quality project the River of Life. This analysis using the SLSIA provides STEM education stakeholders with a reflective framework in designing interactive technology supported environments for PBL in STEM, and a platform for initiating thoughtful discussions on research and development efforts.
STEMulating Interest: A Meta-Analysis of the Effects of Out-of-School Time on Student STEM Interest
Author: Young, Jamaal
Date: 2017-00-00
Type: Journal Articles
Subjects: STEM Education,Meta Analysis,Summer Programs,Enrichment Activities,Student Interests,After School Programs,Learning Activities,Summer Schools,Elementary Secondary Education

This study is a meta-analysis of the effects of out-of-school time (after school, summer camps, enrichment programs, etc.) on the student interest in STEM. This study was guided by the following research questions: (1) How effective is OST as a means to foster student interest in STEM? (2) How does the effectiveness of OST differ by program and study characteristics? A total of 19 independents effect sizes were extracted from 15 studies investigating the effect of out-of-school time (OST) on STEM interest. Included studies were representative of K-12 settings in the United States from 2009-2015. Specifically studies were included if they directly assessed the effects of OST on STEM interest, and provided sufficient data to calculate an effect size. The status of publication was not a constraint on this investigation, thus grey literature was included along with journal articles to provide a more representative sample of studies. The results suggest that out-of-school time has a positive effect on student interest in STEM. Furthermore, the variation in these effects is moderated by program focus, grade level, and the quality of the research design. The effects of out-of-school time on STEM interest are synthesized, and implications for teaching and practice are provided.
Measuring the Efficiency of Public Universities: Using Data Envelopment Analysis (DEA) to Examine Public Universities in Saudi Arabia
Author: Alabdulmenem, Fahad Mohammed
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Efficiency,Public Colleges,Universities,Data Analysis,Performance Based Assessment,Educational Resources,Statistical Analysis

Saudi Arabia is one of the countries that allot substantial amount of government resources for education. Thus, it is important to measure how these resources are used to generate favorable academic outcomes for its nationals. In this study, data envelopment analysis (DEA) is used to measure the relative efficiency of 25 public universities in Saudi Arabia. Results show that although most public universities in the country are efficient, some fall behind in performance due to poor utilization of available resources. Implications of this are discussed and recommendations are provided.
Cyberbullying and Self-Perceptions of Students Associated with Their Academic Performance
Author: Muzamil, Maham
Date: 2016-00-00
Type: Journal Articles
Subjects: Bullying,Computer Mediated Communication,Student Attitudes,Academic Achievement,Secondary School Students,Psychological Patterns,Social Media,Socioeconomic Status,Multiple Regression Analysis,Models,Self Efficacy,Likert Scales,Foreign Countries,Statistical Analysis,Questionnaires,Multivariate Analysis

The aim of this study is to explore the factors influencing students' academic achievements in secondary school level (grades 09 and 10). Those factors include students' self-reported psychological issues (e.g. perception of being bullied through social media) as well as socioeconomic status. Study participants included 610 students at senior secondary level (237 male and 363 female) randomly selected from ten different government schools. The schools were randomly selected from the lists provided by their respective Education District Officer (EDO). The data were collected by researchers with the help of teachers. Participants' were offered as incentives a drawing for a gift certificate. Bivariate statistics and multinomial logistic regression analyses were used for data analysis. Our study shows that traditional as well as cyberbullying may have a significant negative impact on students' academic performance when socioeconomic status is not considered in the model. The effect of cyber as well as traditional bullying is offset by socioeconomic status. The findings from this research study show that socioeconomic status (i.e. household income, parents' education) and low self-efficacy are the factors responsible for students' low performance. Policies and interventions addressing these issues may be instrumental in improving overall student performance at the secondary school level.
Mobile Learning Bridging the Gap in Agricultural Extension Service Delivery: Experiences from Sokoine University of Agriculture, Tanzania
Author: Sanga, Camilius
Date: 2016-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Educational Technology,Action Research,Rural Areas,Technology Uses in Education,Extension Education,Agricultural Education,Foreign Countries,Information Systems,Extension Agents,Program Effectiveness,Participatory Research

The ubiquitous nature of mobile phones offers a noble environment where farmers can learn informally anywhere, anytime and at any location. This is an innovative way to address some of the weakness of conventional agricultural extension service. Few empirical studies have reported on the development of mobile phone application to support blended learning for smallholder farming communities in developing countries. This study adopted a participatory action research method to develop innovative communication pathways in dissemination of agricultural information, agricultural knowledge and proven agricultural technologies from either extension agents or agricultural research centres or universities to farmers. The respondents who tested the system were selected random from 19 villages in Kilosa District, Tanzania. The developed systems support blended learning using mobile learning (m-learning) and electronic learning (e-learning). The findings from this study show that the systems can provide innovative mobile agricultural extension service to more than 380 smallholder farmers via web- and mobile-phone-based farmers' advisory information systems.