ethanporcaro/eric-fulltext-meta huggingface dataset:
The Role of Derivative Suffix Productivity in the Visual Word Recognition of Complex Words
Author: Lázaro, Miguel
Date: 2015-00-00
Type: Journal Articles
Subjects: Suffixes,Word Recognition,Language Processing,Productivity,Spanish,Visual Perception,Reaction Time,Spanish Speaking,College Students,Statistical Analysis

In this article we present two lexical decision experiments that examine the role of base frequency and of derivative suffix productivity in visual recognition of Spanish words. In the first experiment we find that complex words with productive derivative suffixes result in lower response times than those with unproductive derivative suffixes. There is no significant effect for base frequency, however. In experiment two, the same procedure was undertaken with pseudowords, showing that when they are composed by productive derivative suffixes they take longer to be rejected than when they are composed by unproductive derivative suffixes. Again, the role of base frequency fails to reach significance. These results endorse the view that derivative suffixes have a relevant role in visual recognition of complex words. According to our results, derivative suffixes create the conditions for taking a lexical candidate as a legal lexical entry and therefore they contribute decisively to the lexical decision.
A Combined IRT and SEM Approach for Individual-Level Assessment in Test-Retest Studies
Author: Ferrando, Pere J.
Date: 2015-00-00
Type: Journal Articles
Subjects: Item Response Theory,Structural Equation Models,Goodness of Fit,Statistical Analysis,Computation,Change,Evaluation

The standard two-wave multiple-indicator model (2WMIM) commonly used to analyze test-retest data provides information at both the group and item level. Furthermore, when applied to binary and graded item responses, it is related to well-known item response theory (IRT) models. In this article the IRT-2WMIM relations are used to obtain additional information for each individual respondent. Procedures are proposed for (a) obtaining individual estimates of trait levels and amount of change, and (b) assessing whether the main assumptions on which these estimates are based are met. The procedures are organized in a comprehensive approach that can be used with binary, graded, and continuous responses. The relevance of the proposal is discussed and guidelines are given on how to use the approach in applied research. Finally, the approach is illustrated with an empirical data set. It worked well and provided meaningful information.
Books and Balls: Antecedents and Outcomes of College Identification
Author: Porter, Thomas
Date: 2011-10-00
Type: Journal Articles
Subjects: Models,Alumni,College Graduates,Online Surveys,Identification (Psychology),Intention,Donors,Financial Support,Educational Finance,Behavior,Selective Admission,Athletes,College Athletics,Social Status,Team Sports,Questionnaires,Likert Scales,Regression (Statistics)

Identification plays a central role in models of giving to an organization. This study presents and tests a general model of giving that highlights status based and affect based drivers of identification. The model was tested using a sample of 114 alumni from 74 different colleges participated in an online survey. Identification was found to positively affect giving intentions to athletics, academic areas and general university funds as well as alumni promotion of the university. Factors affecting college identification are perceived academic prestige, perceived athletic prestige, attendance of university sponsored cultural events, attendance of academic events, and student organization involvement.
Minorities in Higher Education: A Pipeline Problem?
Author: Sethna, Beheruz N.
Date: 2011-10-00
Type: Journal Articles
Subjects: Ethnic Groups,Racial Differences,Minority Group Students,Higher Education,Bachelors Degrees,Masters Degrees,Doctoral Degrees,College Faculty,College Administration,Administrators,Deans,Access to Education,Equal Education,Equal Opportunities (Jobs),College Attendance,Academic Persistence,College Graduates,Outcomes of Education,African Americans,Whites,Asian Americans,Hispanic Americans,American Indians,Statistical Analysis,Career Development

This paper uses national data from the American Council on Education (ACE) to study the progress of different ethnic groups through the academic pipeline--stages studied include the Bachelor's, Master's, doctoral, levels, and then progress to the Assistant, Associate, and (full) Professor stages, to full-time administrators and finally to the CEO stage. Critics of the Higher Education system might claim that the relatively low percentages of minorities in Higher Education represent a failure of our system to provide sufficient minority graduates. However, an opposing point of view states that these low percentages and numbers are simply a reflection of the &quot;pipeline problem.&quot; In other words, since there are low numbers (or percentages) of minorities coming through the system--at each stage, if the &quot;Input&quot; is small, then, even the best processes of creating good products, are doomed to turn out, at best, low quantities of &quot;Output.&quot; The results show that the answer to this question is not a monolithic &quot;Yes&quot; or &quot;No,&quot; but that there is considerable variation for the various ethnic groups at different stages of the academic pipeline. Different ethnic groups need support and assistance to succeed at different stages of the academic pipeline. These imbalances can be corrected only with a substantial commitment of energy and resources from the entire higher education community. Such, then, is the recommendation--that all of these players and partners commit themselves to helping all groups--the majority and each minority population achieve success at all stages of the higher education pipeline.
Examining Differentiated Instruction: Teachers Respond
Author: Logan, Brenda
Date: 2011-10-00
Type: Journal Articles
Subjects: Individualized Instruction,Teacher Response,Educational Principles,Teaching Methods,Fundamental Concepts,Curriculum Implementation,Barriers,Misconceptions,Educational Practices,Student Diversity,Classroom Environment,Classroom Techniques,Middle School Teachers,Teacher Surveys,Knowledge Base for Teaching,Knowledge Level,Familiarity,Teaching Skills,Teacher Competencies,Change Strategies,Evidence,Qualitative Research,Teacher Attitudes

Today's classrooms are more diverse than ever. In fact, research shows that there will be a steady increase in Hispanic, Asian Americans, and African American students in the coming years. Therefore, differentiated instruction may be the panacea that educators are searching for. This paper commences with an introduction and then segways into a review of the literature that will elaborate on the following areas: the major principles of differentiated instruction, the essentials necessary for differentiating, ways to implement, the clichés, barriers, and myths surrounding the practice, and the research studies and theories supporting differentiation. The last section explains the results of a survey administered to middle school teachers to determine their level of knowledge in providing differentiated instruction in the classroom.
Conflicts in Higher Education and Perceived Quality of Education: Empirical Evidence from Pakistan
Author: Mukhtar, Uzma
Date: 2011-10-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Educational Quality,Public Colleges,Questionnaires,Student Surveys,Teacher Surveys,College Students,College Faculty,Statistical Analysis,Regression (Statistics),Human Resources,Student Attitudes,Teacher Attitudes,Teacher Role,Measures (Individuals),Likert Scales,Correlation,Statistical Distributions

Both public and private universities in Pakistan are playing vital role in developing human resources as per sectoral demand. It is observed that conflict in the public universities occur more frequently than in the past and as a result, has an impact on educational outcomes in terms of qualified potential human resources. This is a study of some selected public universities of Pakistan. This exploratory study has been undertaken to highlight the importance of higher education conflict among students and faculty and to identify its consequences on the organizational outcomes. A structured questionnaire survey was undertaken within the selected public universities in Pakistan, responses were obtained both from the faculty and students. In the sample universities, convenience and random sampling methods were used to obtain data and information. The sample size in this study is 202. The data were analyzed by using descriptive statistics, and regression analysis, using 11.5 versions of SPSS, to test the formulated hypotheses. Based on the findings, it is found that conflict has an effect on the quality of education which is directly related to human resource potential development of the country.
The Construction and Development of Indicators of Learning Organization at Higher Educational Institutions Emphasizing Graduate Production and Social Development
Author: Hanrin, Chanwit
Date: 2011-10-00
Type: Journal Articles
Subjects: Higher Education,Graduation Rate,Social Development,Educational Indicators,Administrators,Deans,College Faculty,Questionnaires,Factor Analysis,Statistical Analysis,College Administration,Administrative Organization

The Purposes of this research were to construct and develop indicators of learning organization at higher educational institutions emphasize graduate production and social development, and to test the congruence of the structural model of the indicators of learning organization at higher educational institutions emphasizing graduate production and social development with the empirical data. The sample consisted of 502 vice-presidents for academic affairs, deans, and instructors, obtained using the multi-stage random sampling technique. The instrument used was a questionnaire. The collected data were analyzed using a computer program for basic statistics and analyzing confirmatory factors with the empirical data. The research findings revealed the following: The indicators of learning organization at higher educational institutions emphasizing graduate production and social development were obtained from major factors and sub-factors of the structural model in these 4 aspects: input with 38 indicators, process with 40 indicators, output with 8 indicators, and outcome with 10 indicators, totally 96 indicators. The major factors and sub-factors which were the structure of indicators in all of the 4 aspects were important to learning organization at higher educational institutions. The factors in each aspect had weights in this order from the highest to the lowest weight: input comprising organizational factor = 1.00, technological factor = 0.88, and man factor = 0.82; process comprising knowledge management factor = 0.98, innovational factor = 0.98, technology utilization = 0.94, learning factor = 0.94, and organizational strategy factor = 0.93, output with only one factor: product innovation factor = 1.00; and outcome with only factor: outcome factor = 1.00. All of the factors in each aspect had to be performed through the variables which were indicators of learning organization at higher education institutions emphasizing graduate production and social development. For the results of testing the congruence the structural model of the indicators of learning organization with the empirical data using Chi-square test, index of fitted congruence, index of adjusted congruence, and other indices, it was found that the model showed congruence with the empirical data at the 0.01 level of statistical significance.
Aligning Career and Technical Education
Author: Workman, Ed
Date: 2011-12-00
Type: Journal Articles
Subjects: Technical Education,Career Education,Alignment (Education),State Programs,Educational Improvement,Improvement Programs,Conferences (Gatherings),Teacher Education Programs,Teacher Education Curriculum,Relevance (Education),Integrated Curriculum,Student Organizations,Faculty Advisers,Graduation Requirements,Teacher Recruitment,Teacher Persistence,Teacher Shortage

The issues and concerns facing Kentucky Career and Technical Teacher Education (KY CTTE), university teacher educators and state department Career and Technical Education (CTE) leaders in providing and preparing the best CTE teachers possible are not unique to Kentucky. In an effort to better understand these issues and concerns a team of state and national CTE leaders charged with planning Kentucky's annual CTE teacher education conference decided to use the conference proceedings as an avenue to stimulate discussions and gain insights on problems new and in-service teachers may be experiencing. The February, 2009, Kentucky Career and Technical Teacher Education Conference's theme &quot;Aligning Career and Technical Education&quot; allowed planning for a collaborative among Kentucky universities; the Kentucky Office of Career and Technical Education; the Kentucky Department of Education, Secondary Division of Career and Technical Education; and the National Research Center for Career and Technical Education. The conference planning process, the conference problem solving driven agenda and a manifest of the issues and concerns facing Kentucky CTE as indicated by conference participants and presenters; can provide useful information for state and national CTE leaders.
Evidence for Feature and Location Learning in Human Visual Perceptual Learning
Author: Moreno-Fernández, María Manuela
Date: 2015-00-00
Type: Journal Articles
Subjects: Visual Learning,Geographic Location,Attention,Novelty (Stimulus Dimension),Familiarity,Visual Discrimination,Visual Stimuli,Spatial Ability,College Students,Foreign Countries,Statistical Analysis

In Experiment 1, human participants were pre-exposed to two similar checkerboard grids (AX and X) in alternation, and to a third grid (BX) in a separate block of trials. In a subsequent test, the unique feature A was better detected than the feature B when they were presented in the same location during the pre-exposure and test phases. However, when the locations of the features were swapped during the test (A was tested in the location occupied by B during pre-exposure and vice versa), B was detected better than A, suggesting that intermixed pre-exposure enhances the attention paid to the location of the unique features rather than the features themselves. In Experiment 2, participants were given intermixed or blocked pre-exposure to AX and X, and were then required to detect the differences between pairs of stimuli containing either the pre-exposed unique feature A or a new feature, N, presented in a familiar location (used for pre-exposure) or a new location within the checkerboard grid. Participants that were given intermixed pre-exposure showed a facilitated capacity to detect A than N, and detected better the unique features in the familiar than in the new location. In contrast, participants in the blocked condition did not show any effect of feature or location. These results provide evidence that both location and feature learning processes take place during intermixed (but not blocked) pre-exposure. The experiments reported here aimed to assess the effect of intermixed and blocked pre-exposure upon the salience of the intrinsic properties and the location of the unique features in human visual perceptual learning.
The Relationship between Optimism and Engagement: The Impact on Student Performance
Author: Medlin, Bobby
Date: 2011-10-00
Type: Journal Articles
Subjects: Psychological Patterns,Employees,Participation,Learner Engagement,Student Participation,Surveys,Performance,Hypothesis Testing,College Students,Factor Analysis,Likert Scales,Age Differences,Gender Differences,Regression (Statistics),Course Selection (Students),Statistical Analysis,Academic Achievement

The concepts of optimism and employee engagement as mechanisms to improving individual performance have been discussed in the management literature. Though studies concerning optimism in the workplace are relatively limited, evidence certainly exists that links the concept to improvement in individual academic and workplace performance. Significantly more has been written, particularly since 2000, regarding employee engagement. Since the Gallup Organization's development of the Q12 (a survey instrument to measure employee engagement) over a decade ago, articles in the area of employee engagement--ranging from the benefits of increased employee engagement to ways to improve the level of engagement--have increased and intensified dramatically. Based on the number of studies in the literature, evidence appears clear that high levels of employee engagement are associated with improved individual employee performance. This paper explores the possibility that these relationships may also exist in the academic setting by examining the relationship between student engagement and student optimism and the impact on the individual academic performance. Results indicate that similar relationships exist in the academic setting with engagement positively influencing optimism significantly which in turn positively influences student perceptions of performance.
Development of an Instructional Quality Assurance Model in Nursing Science
Author: Ajpru, Haruthai
Date: 2011-10-00
Type: Journal Articles
Subjects: Foreign Countries,Instructional Effectiveness,Quality Assurance,Models,Nursing Education,Nursing,Administrators,Nursing Students,College Faculty,Measures (Individuals),Statistical Analysis,Hierarchical Linear Modeling,Meta Analysis,Content Analysis,Colleges,Needs Assessment,Institutional Evaluation,Statistical Distributions

The purpose of this study was to develop an instructional quality assurance model in nursing science. The study was divided into 3 phases; (1) to study the information for instructional quality assurance model development (2) to develop an instructional quality assurance model in nursing science and (3) to audit and the assessment of the developed model. The data were obtained from 37 external evaluation reports, 19 administrators, 374 nursing instructors, 654 nursing students and 9 specialists. The 8 research instruments were used in this phase. The data were analyzed through descriptive statistics, one-way analysis of variance, PNI[subscript modified] index, the hierarchical linear model meta-analysis and content analysis were also used. Research results showed that; (1) the factors which affected the instructional quality of nursing science were the instructional quality assurance model that developed by the institutions, CU-QA84, the number of pages excluding the appendix of the assessment report and the quality of the report, (2) there were 3 models of instructional quality assurance needs such as 111, 011 and 000, and (3) the instructional quality assurance model in nursing science was systematic consisting of input, process and output. The operation was based on 3 domains: principles, concepts and practice. There were 6 standards and 18 indicators for instructional quality assurance in nursing science. There were 21 elements of guidelines for instructional quality assurance. This instructional quality assurance model was ranked from good to very good in all of the above categories.
Why Teaching? Motivations Influencing Beginning Teachers' Choice of Profession and Teaching Practice
Author: Hellsten, Laurie-Ann M.
Date: 2011-10-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching (Occupation),Career Choice,Beginning Teachers,Motivation,Teacher Surveys,Demography,Professional Autonomy,Teacher Salaries,Gender Differences,Age Differences,Marital Status,Interviews,Teacher Persistence,Teaching Methods,Comparative Analysis,Mixed Methods Research,Case Studies,Statistical Significance

This paper explores why beginning teachers in Saskatchewan chose to enter the profession and the importance of these motivations in their first year as teachers. More specifically, using survey and interview methodologies, the purpose of this study was to: (1) investigate the entry motivations of Saskatchewan beginning teachers; (2) determine if the entry motivations changed over time; and (3) to examine whether there were any differences in motivations due to demographic characteristics. Survey results of 279 beginning teachers suggested that the entry and teacher practice motivation items most frequently identified by the participants as important included &quot;making a difference in peoples lives&quot;, &quot;working with children or youth&quot;, and the &quot;opportunity to teach subjects that were of interest&quot;. Motivations did change over time and across demographic characteristics. The importance of &quot;having my own classroom&quot;, &quot;salary and benefits&quot;, and &quot;professional quality of life&quot; increased from entry motivation to first year teaching motivation. Entry and teacher motivations differed significantly by gender, age group, and program of study. Teacher motivations also differed by marital status. Thematic analysis of 12 interviews resulted in four themes. With the exception of &quot;wanting to be a teacher&quot;, interview participants tended to highlight external motivating factors such as &quot;teaching as an alternative option&quot;, the influence of &quot;significant others as role model teachers&quot;, and teaching as a &quot;good match for skills and interests&quot;. The implications of the quantitative and qualitative findings and the relationship of these findings to the extant literature are described further in the discussion.
Comparing Student and Faculty-Perceptions Related to Academic Freedom Protection
Author: Dykstra, De Vee
Date: 2011-12-00
Type: Journal Articles
Subjects: Academic Freedom,Attendance,Attendance Patterns,Student Participation,College Faculty,College Students,Student Surveys,Classroom Techniques,Student Motivation,Teacher Responsibility

Faculty employ a number of classroom management practices in order to create an environment that facilitates optimum learning, which can be dependent on student motivation. When certain policies are adopted, academic freedom issues may arise, specifically whether the instructor has the freedom to adopt various practices. This study explores whether there is agreement between faculty and students as to whether such freedom exists when it comes to multiple scenarios involving policies related to instructor accessibility/availability and student attendance/participation. This paper summarizes the responses to a survey conducted of professors and students at a midsized, Midwestern liberal arts university who were asked by use of a survey whether instructors had the freedom to adopt 21 specific policies, and provides a statistical comparison of the results.
Effects of Numerical Surface Form in Arithmetic Word Problems
Author: Orrantia, Josetxu
Date: 2015-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Arithmetic,Word Problems (Mathematics),Problem Solving,Familiarity,Visual Stimuli,Addition,Subtraction,College Students,Mathematics Skills,Reaction Time,Foreign Countries,Computation,Statistical Analysis

Adults' simple arithmetic performance is more efficient when operands are presented in Arabic digit (3 + 5) than in number word (three + five) formats. An explanation provided is that visual familiarity with digits is higher respect to number words. However, most studies have been limited to single-digit addition and multiplication problems. In this article, we examine to what extent format effects can be found in the context of arithmetic word problems, in which visual familiarity is reduced (Manuel had 3 marbles, and then Pedro gave to him 5). Participants with high and low arithmetic fluency solved addition and subtraction word problems in which operands were presented in both formats. The overall results showed an advantage for digits operands relative to words operands. In addition, the format effects were more evident for subtraction and low-skilled participants. These results were interpreted in terms of more rapid access of digits to numerical magnitude.