ethanporcaro/eric-fulltext-meta huggingface dataset:
Towards Critical Global Education Worker Subjectivity: An Exploration of Narratives of American Women Engaged in Education-Related International Volunteerism
Author: Mule, Lucy
Date: 2017-00-00
Type: Journal Articles
Subjects: Global Education,Personal Narratives,Volunteers,Citizenship,Citizenship Education,Citizen Participation,Participatory Research,Females,International Education,Social Responsibility,Competence,Interpersonal Competence,Cross Cultural Training,Foreign Countries,Case Studies,Semi Structured Interviews,Developing Nations

International volunteerism is increasingly associated with shaping global subjectivities of participants. Significant numbers of Global North volunteers--whether working through established volunteer organizations, corporations, nonprofits, academia, or personal networks and connections--engage in education related activities while in the Global South. I emphasize in this paper that education-related international volunteering presents a rich context in which to explore global subjectivities due to the high likelihood of participants' engagement with mobility, difference, poverty, inequality, and development. In this paper, I explore six women's accounts of their transnational experiences and resulting understandings of their education-related work. Four related thematic categories derived from these accounts convey meanings of education-related work in terms of self-fulfilment, social responsibility, active engagement with host communities, and cross-cultural competence. I explore two overlapping subjectivities--participatory and critical--that emerge from an exploration of these themes, examine how they intersect with common discourses of international volunteering and development, and discuss the implications for the relationship between global citizenship and education-related international volunteering.
Education for Sustainable Development and Global Citizenship: Leadership, Collaboration, and Networking in Primary Schools
Author: Bennell, Sheila J.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Sustainable Development,Citizenship Education,Global Approach,Leadership Training,Social Networks,Elementary School Teachers,Case Studies,Teacher Surveys,Semi Structured Interviews,Faculty Development,Teacher Collaboration,Principals,Administrator Role,Leadership Styles,Qualitative Research

The interaction of leadership, collaboration, and networking in the development of Education for Sustainable Development and Global Citizenship (ESDGC) is examined in five north Wales primary schools noted for their ESDGC development. Strong leadership and considerable, but varying, forms of distributed leadership were found in each of the schools. All schools had extensive external networks with a wide range of visitors and community links. However, participation in these networks and in external professional development was largely confined to key ESDGC players. Some schools had designed effective ways of sharing the knowledge, skills, and understanding of key players with their fellow teachers. Where internal collaboration and networking were frequent, the staff appeared to be more knowledgeable about and committed to ESDGC.
World-Mindedness of Students and Their Geography Education at International (IB-DP) and Regular Schools in the Netherlands
Author: Béneker, Tine
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Geography Instruction,International Schools,Conventional Instruction,Comparative Analysis,Questionnaires,Global Approach,Global Education,Teaching Methods,Advanced Placement Programs,Secondary School Curriculum,Student Surveys,Knowledge Level

This article reports the results of a study conducted to gain insight into the world-mindedness of young people living in the Netherlands. Two groups are compared: students attending &quot;regular&quot; Dutch schools and students attending international schools. A questionnaire measured the students' world-mindedness and their evaluation of their geography education in terms of global content and pedagogy. In our limited study, international school students were overall more world-minded than young people attending Dutch conventional schools. However, similarities were also seen: both groups were positive about values such as respect, diversity, and sustainability, and less positive about values such as solidarity and equality. International schools aimed more towards global learning than did Dutch schools, because of the experiential learning of students exposed to an international educational environment. In the opinion of the students, geography education at Dutch schools was often limited to learning about global issues and perspectives, while at international schools it seemed also to encompass learning for a global perspective.
Teachers&apos; Perceptions of Grading Practices: How Pre-Service Training Makes a Difference
Author: Link, Laura
Date: 2018-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Secondary School Teachers,Teacher Attitudes,Grading,Preservice Teacher Education,Educational Assessment,Comparative Analysis,Teacher Effectiveness,Teacher Surveys,Likert Scales,Statistical Significance,Preferences,Statistical Analysis

This study examines the enduring problem of inconsistent K-12 grading practices by exploring the relationship between teachers' perceptions of various grading practices, such as factoring student behavior in academic grades, as related to grade level, district locale, and training. Survey responses from 2,996 K-12 teachers from one suburban and one urban school district in the southeastern region of the United States were examined. Results revealed that middle/high school teachers from non-traditional training programs favored behavior-focused grading practices, such as homework completion, over practices focused on academic mastery. With increasing teacher shortages and more non-traditionally trained teachers being employed, these ineffective grading practices are likely to find their way into more classrooms, potentially impacting students' ability to achieve academic success. These results heighten the urgency to better understand teachers' perceptions of grading practices and to create alternative training programs meant to help teachers develop more effective grading and reporting practices.
The Minority Languages Dilemmas in Turkey: A Critical Approach to an Emerging Literature
Author: Ozfidan, Burhan
Date: 2018-00-00
Type: Journal Articles
Subjects: Language Minorities,Foreign Countries,Ethnic Groups,Semitic Languages,Turkish,Second Language Learning,Second Language Instruction,Native Language Instruction,Educational History,Elective Courses,Textbooks,Indo European Languages,Languages,History

Turkey comprises many ethnic groups other than Turks including, but not limited to, Armenians, Assyrians, Alevi, Arabs, Circassians, Greeks, Kurds, Laz, and Zaza. These groups are ethnically different from Turks and were incorporated into the Ottoman Empire's eastern provinces with de facto autonomy. The main objective of this study is to illustrate the need for a language curriculum and identify the obstacles that minority groups encountered in Turkey. This study examines three large communities: Arabs, Kurds, and Laz. The results indicate that minority people in Turkey who had poor Turkish language education were unable to learn their mother tongue within the formal educational settings from the foundation of the republic until 2012. Some of the ethnic groups' languages, such as Laz, Kurdish, and Arabic, were started at schools as elective courses, but few, if any, textbooks written in these languages exist.
Getting High School Students Ready for College: A Quantitative Study of Standards-Based Grading Practices
Author: Townsley, Matt
Date: 2018-00-00
Type: Journal Articles
Subjects: High School Students,College Bound Students,College Readiness,Statistical Analysis,Grading,Academic Standards,Quasiexperimental Design,College Entrance Examinations,Grade Point Average,Standardized Tests,Scores,Comparative Analysis,Multiple Regression Analysis,College Admission,Prediction

Some high schools are moving towards standards-based grading in an attempt to produce consistent grading practices; however, the change's impact on college readiness is not clear. The purpose of this study was to explore the effect of high school's grading practices as it relates to ACT scores and grade point averages (GPAs). Existing data were collected from two comparable high schools using different grading practices in a Midwestern state as determined by state department of education-provided demographics: enrollment, socioeconomic status (as defined by percentage of students receiving free or reduced lunch), and ethnicity. Stepwise multiple linear regressions were used to determine if GPA and the method of high school grading practices, standards-based grading or traditional grading, used predict ACT scores. The findings revealed GPAs remain unchanged and ACT scores may be negatively impacted when high schools utilize standards-based grading practices. In addition, traditional grading practices were a small factor combined with GPA in predicting ACT scores.
An Investigation of How Teachers Score Constructed-Response Mathematics Assessment Tasks
Author: Wang, Ning
Date: 2018-00-00
Type: Journal Articles
Subjects: Scoring,Statistical Analysis,Mathematics Instruction,Teaching Experience,Teacher Attitudes,Elementary School Teachers,Foreign Countries,Mathematics Tests,Preservice Teachers,Middle School Teachers,Student Attitudes,Scoring Rubrics,Cross Cultural Studies,Secondary School Students

This study identified some factors associated with teachers' knowledge and beliefs that are related to scoring mathematics constructed-response (CR) assessment tasks. Five groups of teachers (n = 274) who either had different teaching experiences or had different cultural beliefs about teaching and learning mathematics were selected to score 28 students' responses to seven CR math tasks. Among the 274 teachers, the first four groups (n=222) were selected from China. Group 1 was composed of pre-service elementary school teachers; group 2, pre-service secondary teachers; group 3, elementary in-service teachers; and group 4, secondary in-service teachers. The fifth group (n = 52) was composed of in-service middle school teachers from the United States. A number of analyses of variance (ANOVA) on teachers' scores of the 28 responses and subsets of the responses were conducted to examine the mean differences across different groups of teachers. Four factors were found to have significant relationships with the rating differences. They were teaching experience, experience with students at particular grade levels, the nature of students' responses, and beliefs in teaching and learning mathematics. The identification of the factors has implications both for promoting validity of test scores and for examining teachers' understanding of student learning targets.
Impact of Military Lifestyle on Military Spouses&apos; Educational and Career Goals
Author: Ott, Laura E.
Date: 2018-00-00
Type: Journal Articles
Subjects: Military Personnel,Spouses,Life Style,Academic Aspiration,Occupational Aspiration,Career Choice,Majors (Students),Academic Degrees,Education Work Relationship,Educational Attainment,Employment Patterns,Barriers,Online Surveys,Correlation,Statistical Analysis

The military lifestyle imposes unique challenges for military spouses in regards to their education and careers. To help alleviate these challenges, military spouses are encouraged to pursue portable career paths. This causes one to question whether spouses desire these portable careers and what influences spouses place on pursuing specific educational and career paths. This exploratory study seeks to address these questions by investigating the careers, academic majors, and educational degrees that current military spouse students pursue. Further, the factors that influence military spouses to pursue their career and academic majors are investigated. The results of this study demonstrate that military spouses desire advanced, graduate level degrees that are primarily in the healthcare, business, mental health, and educational fields. Further, genuine interest was the greatest influence on military spouse career and educational paths and the military lifestyle provided the least influence.
Exploring Methods for Developing Behaviorally Anchored Rating Scales for Evaluating Structured Interview Performance. Research Report. ETS RR-17-28
Author: Kell, Harrison J.
Date: 2017-12-00
Type: Journal Articles
Subjects: Behavior Rating Scales,Structured Interviews,Research Reports,Performance Based Assessment,Feasibility Studies,Online Surveys,Critical Incidents Method,Questioning Techniques,Interpersonal Competence,Evaluation Methods,Employment Interviews,Research Methodology,Research Design,Test Construction

Behaviorally anchored rating scales (BARS) are an essential component of structured interviews. Use of BARS to evaluate interviewees' performance is associated with greater predictive validity and reliability and less bias. BARS are time-consuming and expensive to construct, however. This report explores the feasibility of gathering participants' responses to structured interview questions through an online crowdsourcing platform and using those responses to develop BARS. We describe the development of 12 structured interview questions to assess four applied social skills, elicitation of responses to these questions in the form of critical incidents from 68 respondents, and the creation of BARS from these critical incidents. Results indicate online participants are able to produce responses of sufficient quality to generate BARS for evaluating structured interview performance. We conclude by discussing limitations to this approach and future directions for research and practice.
Perceptions and Uses of &quot;GRE&quot;® Scores after the Launch of the &quot;GRE&quot;® Revised General Test in August 2011. ETS GRE® Board Research Report. ETS GRE®-17-01. ETS Research Report. RR-17-03
Author: Klieger, David M.
Date: 2017-12-00
Type: Journal Articles
Subjects: Research Reports,College Entrance Examinations,Evaluation Utilization,Graduate Study,Test Validity,Online Surveys,Admissions Officers,College Admission,Admission Criteria,Use Studies,Administrator Attitudes,Participant Characteristics,Institutional Characteristics,Scores,Credentials,Barriers,Statistical Analysis

This survey study investigated how graduate school admissions committees perceive and use the &quot;GRE&quot;® General Test and &quot;GRE&quot;® Subject Tests after the launch of the &quot;GRE&quot;® revised General Test in August 2011. These perceptions and uses impact the validity of the tests. Prior research about the perceptions and uses of the General Test and Subject Tests was last conducted in 2002 and, prior to that, in 2000 (for writing) and 1984. Therefore, even without test revisions, perceptions and uses of the GRE tests may have changed. Overall, by graduate discipline area, by graduate degree level sought, and by future career track preparation (research vs. professional), we examined online survey responses from 163 individuals involved in graduate school admissions. We did not find major changes in the use or perceived utility of the revised General Test or Subject Tests for admissions or funding decisions. General Test scores are valued in relation to other admissions information. Sometimes, valuation of these scores leads to practices proscribed by published GRE Program guidelines, such as the use of cut scores. Scores on the Subject Tests continue to be valued less than other admissions information. Perceptions and uses of the GRE tests often vary when decision makers consider applications from international applicants and underrepresented racial or ethnic minorities. That admissions committees can receive and compare scores reported on the former General Test score scales to scores reported on the revised General Test score scales has resulted in various practices, including the common use of percentile ranks to compare scores in ways discouraged by GRE Program guidelines. To the extent that decision makers use concordance information recommended by Educational Testing Service (ETS) to compare scores, they do so with mixed success.
Investigating Validity Evidence for the &quot;ETS&quot;® Proficiency Profile. Research Report. ETS RR-17-01
Author: Roohr, Katrina Crotts
Date: 2017-12-00
Type: Journal Articles
Subjects: Research Reports,Outcome Measures,Test Validity,Predictor Variables,Academic Persistence,Grade Point Average,Educational Attainment,Achievement Gains,Gender Differences,Racial Differences,Majors (Students),Evidence,Statistical Analysis

The &quot;ETS&quot;® Proficiency Profile (EPP), a college-level assessment, has been widely used to evaluate general education student learning outcomes (SLOs) in college. The purpose of this study was to investigate validity evidence for the EPP by evaluating the relationship with outcomes such as student retention, cumulative grade point average (GPA), and degree attainment, and by investigating differential validity across subgroups and cross-sectional learning gains. Three main conclusions were drawn from this study: (a) Students made significant learning gains from freshman to senior year using EPP scores; (b) freshman scores showed modest relationships with cumulative GPA at various points in college and senior scores showed strong relations with final-year cumulative GPA; and (c) differential validity was found across gender, race, and college major when looking at the relationship between EPP scores and first-year and sophomore GPA. Implications of these results are discussed.
Accuracy of a Classical Test Theory-Based Procedure for Estimating the Reliability of a Multistage Test. Research Report. ETS RR-17-02
Author: Kim, Sooyeon
Date: 2017-12-00
Type: Journal Articles
Subjects: Accuracy,Test Theory,Test Reliability,Adaptive Testing,Scoring,Raw Scores,Simulation,Error of Measurement,Item Response Theory,Statistical Analysis

The purpose of this simulation study was to assess the accuracy of a classical test theory (CTT)-based procedure for estimating the alternate-forms reliability of scores on a multistage test (MST) having 3 stages. We generated item difficulty and discrimination parameters for 10 parallel, nonoverlapping forms of the complete 3-stage test and ability parameters for a population of 30,000 simulated test takers. Using these parameters to generate item responses, we ran each of the 30,000 simulated test takers through each of the 10 simulated forms of the 3-stage test and computed the correlation of the scores on each pair of simulated test forms. We then computed the CTT estimate of the reliability, in the full population of 30,000 simulated test takers, of the total scaled scores resulting from the multistage testing procedure. We computed the estimate separately from the simulated responses to each of the 10 simulated forms of the 3-stage test. The reliability estimates from each simulated form of the MST differed by less than 0.005 from the average of the correlations between scores on that form and on the other 9 simulated forms of the MST.
A Framework for the Dual Language Assessment of Young Dual Language Learners in the United States. Research Report. ETS RR-17-37
Author: Guzman-Orth, Danielle
Date: 2017-12-00
Type: Journal Articles
Subjects: Bilingualism,Second Language Learning,English Language Learners,Spanish Speaking,Language Skills,Reading Skills,Literacy,Kindergarten,Language Usage,Language Acquisition,Young Children,Early Childhood Education,Student Evaluation,Evaluation Methods,Language Tests,Cultural Relevance,Student Diversity,Testing,Scoring

Dual language learners (DLLs) and the various educational programs that serve them are increasing in number across the country. This framework lays out a conceptual approach for dual language assessment tasks designed to measure the language and literacy skills of young DLLs entering kindergarten in the United States. Although our examples focus on Spanish-English DLLs, we anticipate that our recommendations could be broadly applied to other language combinations with appropriate adaptations for each language.
A Literature Review on Collaborative Problem Solving for College and Workforce Readiness. ETS GRE® Board Research Report. ETS GRE®-17-03. Research Report. ETS Research Report RR-17-06
Author: Oliveri, Maria Elena
Date: 2017-12-00
Type: Journal Articles
Subjects: Cooperative Learning,Problem Solving,College Readiness,Career Readiness,Job Skills,Definitions,Higher Education,Taxonomy,Psychometrics,Educational Assessment,Teamwork,Group Unity,Empowerment,Learner Engagement,Student Motivation,Self Management,Communication Skills,Listening Skills,Communication (Thought Transfer),Leadership Qualities,Conflict Resolution,Transformational Leadership,Construct Validity,Predictive Validity,Self Evaluation (Individuals),Likert Scales,Situational Tests,Literature Reviews,College Entrance Examinations,Graduate Study

The literature and the employee and workforce surveys rank collaborative problem solving (CPS) among the top 5 most critical skills necessary for success in college and the workforce. This paper provides a review of the literature on CPS and related terms, including a discussion of their definitions, importance to higher education and workforce success, and considerations relevant to their assessment. The goal is to discuss progress on CPS to date and help generate future research on CPS in relation to educational and workforce success.
A Learning Progression for Geometrical Measurement in One, Two, and Three Dimensions. Research Report. ETS RR-17-55
Author: Kim, Eun Mi
Date: 2017-12-00
Type: Journal Articles
Subjects: Geometric Concepts,Geometry,Measurement,Achievement Gains,Achievement Rating,Mathematics Achievement,Cognitive Measurement,Mathematics Activities,Task Analysis,Measurement Techniques

As part of the CBAL® learning and assessment initiative in mathematics, we developed a hypothesized learning progression (LP) for geometrical measurement in 1, 2, and 3 dimensions based on a synthesis of empirical literature in this field and through expert review. The geometrical measurement LP is intended to represent a developmental progression of students' understandings and learning for 1-, 2-, and 3-dimensional measurement in terms of transitions along levels within a dimension and connections across the 3 dimensions. In addition, we designed cognitive laboratory tasks associated with the levels of the geometrical measurement LP. The development process of the geometrical measurement LP and cognitive laboratory tasks presented here provide guidance for future development of LPs and task design that would provide the evidence supporting the proposed LPs.