ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Online Assessments on Students&apos; Attitudes towards Undergraduate-Level Geography Courses
Author: Sözen, Erol
Date: 2019-00-00
Type: Journal Articles
Subjects: Geography Instruction,Student Attitudes,Undergraduate Students,Computer Assisted Testing,Comparative Analysis,Pretests Posttests,Telecommunications,Handheld Devices,Feedback (Response),Teacher Student Relationship,Attitude Measures,Elementary School Teachers,Schools of Education,Foreign Countries

The improvements in technology made technology tools invade almost every field, including education. Online assessment tools have various functions for students and teachers. Students are able to use their mobile devices in the classroom, while teachers are able to use the tools for formative and summative evaluation purposes and for getting to know their students. Teachers also get feedback on their instructional practices by analyzing student responses. Previous studies found that undergraduate students in Faculty of Education in Turkey do not have a very positive attitude for geography courses, because most of the students take geography courses almost every year until they enter the university. The aim of this study is to determine the effect of in-class online assessment tools on the attitudes of students at undergraduate level towards geography courses. In addition, the changes in students' attitudes are examined for various variables. The study was designed in a quasi-experimental model with experiment and control groups. The study also implemented pre-tests and post-tests. Geography Attitude Scale developed by Sözen (2019) was used as data collection tool. The study's sample consists of 70 students whose majors are Primary School Teacher in Faculty of Education. An online assessment tool was implemented for seven weeks in experiment group, while the control group did not receive the said tool. The study found that using online assessment tools significantly improved students' attitude towards geography course.
The GEMS Exams in Israel--Between Center and Periphery
Author: Harus, Eli Ben
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Achievement Tests,Mathematics Achievement,Mathematics Tests,Science Achievement,Elementary Secondary Education,Science Tests,Educational Assessment,Educational Improvement,Educational Benefits,Standardized Tests,Success,Teacher Attitudes,Administrator Attitudes,Educational Environment,Resource Allocation

The relationship between input and output is one of the leading topics in modern educational discourse. In the current study, we focus on the GEMS (Growth and Effectiveness Measures for Schools) exams in Israel, which constitute a measure of a school's scholastic achievements and its academic-social climate. The GEMS is the equivalent of exams such as the TIMSS and the PISA, used in other countries. The GEMS is a school supervisory tool of major importance operated by Israel's Ministry of Education for improving scholastic achievements and academic-social climate in schools. As an objective indicator, GEMS scores open the field of education to competition. Data on all schools in Israel whose students take the GEMS also appear on the National Authority for Measurement and Assessment in Education (RAMA) website. This study aims to examine the reasons for the disparities in the GEMS results between Israel's center and periphery and explores whether they can be reduced. Studies published on this issue in the last 16 years that explored these disparities, which are reflected in the extent of parental involvement and students' educational deficits, were conducted on behalf of RAMA and under its supervision, and some were not sufficiently critical in their review of the efficacy of the GEMS exams. Identifying and understanding these causes is a significant step toward reducing the disparities which have important implications for future acquisition of a secondary and tertiary education. The research findings offer a practical contribution for policy makers in the educational system, while identifying elements of positive change in the schools.
Deconstruction of Holistic Rubrics into Analytic Rubrics for Large-Scale Assessments of Students&apos; Reasoning of Complex Science Concepts
Author: Jescovitch, Lauren N.
Date: 2019-08-00
Type: Journal Articles
Subjects: Scoring Rubrics,Measurement,Logical Thinking,Scientific Concepts,Holistic Approach,Undergraduate Students,Physiology,Student Evaluation,Responses,Systems Approach

Constructed responses can be used to assess the complexity of student thinking and can be evaluated using rubrics. The two most typical rubric types used are holistic and analytic. Holistic rubrics may be difficult to use with expert-level reasoning that has additive or overlapping language. In an attempt to unpack complexity in holistic rubrics at a large scale, we have developed a systematic approach called deconstruction. We define deconstruction as the process of converting a holistic rubric into defining individual conceptual components that can be used for analytic rubric development and application. These individual components can then be recombined into the holistic score which keeps true to the holistic rubric purpose, while maximizing the benefits and minimizing the shortcomings of each rubric type. This paper outlines the deconstruction process and presents a case study that shows defined concept definitions for a hierarchical holistic rubric developed for an undergraduate physiology-content reasoning context. These methods can be used as one way for assessment developers to unpack complex student reasoning, which may ultimately improve reliability and validation of assessments that are targeted at uncovering large-scale complex scientific reasoning.
Pre-Service Mathematics Teachers&apos; Development Process in Using Manipulatives in Number Operations
Author: Ndlovu, Zanele A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Mathematics Instruction,Teaching Methods,Manipulative Materials,Instructional Effectiveness,Concept Formation,Mathematical Concepts,Numbers,Arithmetic

Background: Teaching using manipulatives is emphasised, especially in the early grades, to help learners conceptualise operations on whole numbers. Therefore, teachers' competencies in using manipulatives is the key in helping learners master these basic operation skills. Aim: Drawing from the literature on using manipulatives to improve learners' performance in mathematics, this study recounts foundation phase pre-service teachers' conception of using manipulatives to enhance their competencies and reasoning skills to model the solution in number operations. Setting: Data presented here was collected from 31 participants. These pre-service teachers either passed mathematics or mathematical literacy with 40% at the grade 12 level. Methods: Data was collected from participants' written work (e.g. classroom tasks, homework, tests and examinations) and during class discussions. Interviews were conducted with some students. We analysed their conception guided by the APOS theory, namely, Action-ProcessObject-Schema. Results: We observed improvement in the conception of using manipulatives among preservice teachers. In the first semester, most students display action conception of using manipulatives to either represent or model a solution. However, in the second semester, most students either display process or object conception as explained in the genetic decomposition. We attributed the improvement to change of instruction in the second semester as we taught in accordance with the APOS theory. Conclusion: It is evident that there are a number of contributing factors to pre-service teachers' conception of mathematical concepts, and teacher educators need to pay particular attention to these to help pre-service teachers master the concepts they would teach at school.
A Tool to Enhance the Planning of Children&apos;s Literature Lessons for Setswana as Home Language
Author: Marais, Elma
Date: 2019-00-00
Type: Journal Articles
Subjects: Case Studies,Questioning Techniques,Childrens Literature,African Languages,Native Language Instruction,Lesson Plans,Elementary School Teachers,Preservice Teachers,Social Environment,Cultural Context,Teaching Methods,Foreign Countries,Preservice Teacher Education

Background: Universities, specifically faculties of education, have the responsibility to ensure that student teachers are introduced to the complexities involved in planning conceptually sound, coherent and cohesive lessons. Objectives: The objectives of this study were to determine how prepared students teachers are to plan children's literature and develop a tool for use by teachers specializing in Setswana to support them when planning and preparing for children's literature lessons. Methods: A Qualitative case study design was chosen for this study. Results: The results of this study indicated that primary pre-service teachers in South Africa do not receive cohesive and coherent as well as intensive preparation in the planning of lessons focusing on children's literature. In addition, most primary pre-service teachers were not familiar with the titles, some genres and levelled questioning techniques used in planning children's literature lessons. The results indicated that student teachers studying at a distance and specialising in Setswana as a Home Language were experiencing difficulties relating to the literature planning and preparation. Conclusion: Skillful planning, entails taking into account the knowledge and developmental level of learners, their specific social and cultural contexts, knowledge of subject matter and learning goals, as well as knowledge of teaching strategies and practices.
Longitudinal Influences of Socio-Economic Status on Visual-Motor Integration: The North-West Child Health, Integrated with Learning and Development Study
Author: Coetzee, Dané
Date: 2019-00-00
Type: Journal Articles
Subjects: Longitudinal Studies,Psychomotor Skills,Socioeconomic Status,Grade 1,Elementary School Students,Visual Perception,Academic Achievement,Tests,Perceptual Motor Coordination,Social Differences,Foreign Countries,Classification,Institutional Characteristics,Correlation,Gender Differences

Background: Visual motor integration plays an important role in academic skills of learners in the early school years and can have an impact on their overall academic performance. Aim: This study aimed to determine the influence of socio-economic status (SES) on changes in visual-motor integration, visual perception and motor coordination over a period of three years. Setting: Four school districts in the North West province of South Africa were used. Methods: Five hundred and seventy-three learners (282 boys, 291 girls) were randomly selected (representing different SES schools) and evaluated at baseline during 2010 when they were in Grade 1 (6.9 years [plus or minus] 0.38), and again 2013 (9.9 years [plus or minus] 0.42), as part of a longitudinal research study. The Beery Visual-Motor Integration Test 4th edition was used to evaluate the visual-motor integration, visual perception and motor coordination skills at baseline and three years later. Results: Baseline measurements were higher among high SES learners in all three skills. Although learners from high SES still outperformed the learners from low SES three years later, low SES learners showed statistically significant improvements over the three years in visualmotor integration (88.24 to 89.85, p = 0.041) and visual perception (89.69 to 90.04, p = 0.001). Conclusion: Age-related development and improvement of the visual-motor integration skills were reported over the three-year period. However, more learners from the low SES still showed delays in these skills. Delays in the development of these skills could contribute to poorer academic and learning-related achievements.
Children&apos;s Self-Regulation and Coping Strategies in a Frustrated Context in Early Education
Author: Veijalainen, Jouni
Date: 2019-00-00
Type: Journal Articles
Subjects: Coping,Early Childhood Education,Self Control,Preschool Children,Psychological Patterns,Teacher Attitudes,Simulation,Withdrawal (Psychology),Narration,Skill Development,Teacher Student Relationship,Teaching Methods,Foreign Countries,Child Care Centers

Background: A large body of earlier research has focused on studying children's self-regulation (SR) skills and frustration with different methods. However, considerably less attention has been given to hearing children's own voice. The current study sought to demonstrate children's own comprehension and highlight it as a valuable and unique tendency to fill the scientific gap in the research area. Aim: This research aimed to contribute the empirical understanding of how SR, as mental ability, supported children's coping strategies and comprehensions which they will possibly use in a hypothetical frustrated context in the Finnish early childhood education and care (ECEC) environment. Setting: Self-regulation and strategies in a frustrating context were studied with mixed methods in a sample (n = 383) of 48-87-month-old children in Finland. Self-regulation was assessed by their own teachers with an evaluation form. The coping strategies of frustration were studied by interview where the children's open-ended descriptions provided the strategies told by themselves. Methods: The study's was conducted by using mixed methods. Two independent instruments to measure SR and strategies for frustration were used. Self-regulation was assessed by teacher with an evaluation form. The coping strategies of frustration were studied via child interview. Results: Good SR skills were related to persistent coping strategies and not giving up in a simulated situation. Weak SR skills related more with uncertain or withdrawal coping strategies, like giving up, or abandoning the situation. Conclusion: Self-regulation skills have an important role in guiding children with their use and narration of suitable coping strategies on overcoming the frustration effectively. The concrete strategies would allow teachers to work concretely with children in enhancing their SR skills and coping strategies further.
Rational Number Understanding: The Big Picture, Not The Essence
Author: Brown, Bruce
Date: 2019-00-00
Type: Journal Articles
Subjects: Numbers,Mathematics Skills,Mathematics Instruction,Teaching Methods,Elementary School Mathematics,Grade 4,Fractions,Concept Formation,Mathematical Concepts,Holistic Approach,Mathematical Logic,Grade 3,Elementary School Students,Early Childhood Education

Background: The learning of rational numbers is a complex and difficult process that begins in the early grades. This teaching often focuses on the mastery of essential knowledge, including particular skills (e.g. using fractions to describe part--whole diagrams) and interpretations (e.g. sharing), which often results in an incomplete and inflexible understanding of these numbers. Aim: This article proposes a holistic and relational perspective on rational number knowing and sense-making. Setting: This possibility emerged through research into the learning of rational number concepts by Foundation Phase and Grade 4 children. Methods: This research forms part of an ongoing, in-depth, exploratory research programme into the processes of learning rational numbers. Clinical interviews and classroom observations were the primary methods of data collection and an in-depth, constant comparative method of analysis was performed on the data. Results: Thinking relevant to rational numbers was identified within four different perspectives through which children make sense of their interactions with the world, namely, social, instrumental, personal and symbolic sense-making. Conclusion: The learning of rational numbers may be usefully seen as arising from the interrelation of multiple aspects of knowing and doing that develop as children balance these different ways of sense-making.
Pairing in EFL Classes
Author: Chi, Do Na
Date: 2019-00-00
Type: Journal Articles
Subjects: Young Adults,Classroom Techniques,Peer Relationship,Interpersonal Communication,Learning Activities,Paired Associate Learning,Foreign Countries,Second Language Learning,English (Second Language),Grammar,Vocabulary Development

Do Na Chi is a lecturer in the English Language Education program at An Giang University, Vietnam. Teaching English as a foreign language (EFL) at a language center for young adults, Chi wants create interesting activities that can engage students, and sees the learning center as a place for them to practice what they have learned in class. He tries therefore to have students work together, however, pairing students is often challenging. As a teacher he finds it challenging to find ways to encourage students to learn how to work with many different partners other than pairing up with the same partners all the time. In this article, Chi suggests short communicative activities for peer allocation that he has used with the aim of supporting students as they learn to orally interact with others. He begins by describing sharing strategies for beginning level EFL classes--ways to help learners find partners while also reviewing vocabulary.
Moving beyond League Table Standings: How Measures of Opportunity to Learn Can Inform Educational Quality and Policy Directives?
Author: van Staden, Surette
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Quality,Educational Policy,Equal Education,Achievement Tests,Grade 4,Reading Achievement,Reading Tests,International Assessment,Teacher Role,Educational Indicators

Background: South Africa's participation across a number of international large-scale assessment programmes provides continued evidence of poor student achievement across grades and phases. Despite discouraging achievement results, evidence of slow progress begins to emerge, yet systemic inequalities persist. Aim: This article aims to unpack the possible value of large-scale assessment data in measuring equal educational opportunity as conceptualised by the opportunity to learn (OTL). Setting: While overall scores on international large-scale assessment in countries like South Africa are often driven by aptitude, student motivation and social class, OTL, as described in this article, should provide a more accurate reflection of the nature of performance and the kinds of opportunities afforded to students across an unequal sector to learn. Methods: A multiple linear regression was conducted using the South African PIRLS 2016 teacher and student questionnaire data and the PIRLS Literacy Grade 4 overall reading literacy performance score as the dependent variable. Results: While socio economic status makes a substantial contribution in the current model, the only predictor that was significant is the scale based on student reports on lessons about reading. Conclusion: Through the use of multiple regression analysis, this article concludes that a more effective use of large-scale assessment data from an OTL perspective, specifically in developing contexts, is still problematic using teacher and student questionnaire data. Issues of social desirability and overly positive reporting make any claims about the teachers' role in providing opportunities to learn and exposure to the curriculum in the classroom difficult to gauge.
Effects of a 6 Brick Duplo Block Guided Play Intervention on Pre-Literate Learners&apos; Visual Perception
Author: Jemutai, Sarah
Date: 2019-00-00
Type: Journal Articles
Subjects: Visual Perception,Play,Cross Cultural Studies,Pretests Posttests,Tests,Toys,Foreign Countries,Comparative Analysis,Spatial Ability,Literacy,Numeracy,Skill Development,Preschool Children,Learning Activities,Learning Processes,Correlation

Background: Literature reveals that guided play promotes the development of visuospatial abilities essential for learning to read, write and do mathematics. However, most of these findings have focused on older children who are already literate, and the tests and the instruments used were designed for children in Western contexts. Aim: As there is little data on the development of visuospatial abilities in pre-literate children in African contexts, this study set out to explore the effects of using a guided block play intervention on the development of these abilities in pre-literate children. Setting: The study was carried out in two classrooms (one experimental and the other comparative) in each of two schools, one in South Africa and one in Kenya. Methods: The study used a pre- and post-test, quasi-experimental, mixed-methods approach. The intervention and test used, namely, the Visual Perception Aspects Test, were designed and validated in African contexts. Results: The data revealed that using the 6 Brick Duplo Block guided play approach statistically significantly accelerated the development of visuospatial abilities in pre-literate children in the experimental groups over those in the control groups (no intervention). The data also revealed that the greatest improvements were made among children who had few prior opportunities to engage in guided play using physical manipulatives. Conclusion: The overall findings of the study suggest that the development of aspects of visuospatial perception is accelerated when teachers use this approach to facilitate guided play. This finding has implications for promoting the development of reading, writing and numeracy skills in pre-literate children
Using an Individualized Observational Measure to Understand Children&apos;s Interactions in Underserved Kindergarten Classrooms
Author: Kim, Helyn
Date: 2019-12-00
Type: Journal Articles
Subjects: Preschool Children,Interaction,Teacher Student Relationship,Peer Relationship,Behavior Problems,Kindergarten,Low Income Students,Interpersonal Competence,Student Behavior,Scores,After School Programs,Social Development,Emotional Development,Program Effectiveness

This study extended existing work on the Individualized Classroom Assessment Scoring System (inCLASS), established as a measure of preschool-age children's observed interactions in the four domains of Teacher Interactions, Peer Interactions, Task Orientation, and Negative Engagement. Our sample included kindergarten-age children (N = 117; mean age = 5.53 years) in 11 classrooms in four schools from a low-income community. We had three aims: (a) examine the inCLASS' applicability in this new sample, (b) examine associations with teacher reports of children's social skills and learning behaviors, and (c) identify characteristics at the time point, child, and classroom levels that contribute to inCLASS scores. We found limited variability in scores for each of the four inCLASS domains, with scores related to teacher reports of children's skills as expected. Children's inCLASS scores were highly variable from one observation time point to the next, and time point, child, and classroom characteristics differentially contributed to their scores. Implications for observational assessment are discussed.