ethanporcaro/eric-fulltext-meta huggingface dataset:
Meanings of Mathematics Teaching Forged through Reflection in a Lesson Study
Author: Richit, Adriana
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Reflective Teaching,Faculty Development,Mathematics Teachers,Elementary School Teachers,High School Teachers,Foreign Countries,Communities of Practice

This article discusses the meanings of mathematics teaching forged in the reflections promoted in a lesson study. Guided by the question &quot;What meanings of teaching in mathematics are constructed from reflections promoted in a lesson study?&quot; and based on Isabel Alarcão's (2018) concept of teaching, we examined four editions of a lesson study, two with teachers of the early years of elementary school, one with mathematics teachers from the final years of elementary school, and one with high school mathematics teachers. Each lesson study cycle was organized in twelve two-hour meetings and involved an average of eight teachers per cycle. The participants are teachers from the state public education system in Rio Grande do Sul, Brazil. The empirical material consists of the researcher's field notes, the participants' logbooks, transcripts of the sessions, and interviews conducted at the end of the cycles. Qualitative and interpretative analysis showed that the reflections promoted in the lesson study revealed that mathematics teaching involves various meanings including educational action, social commitment, and pedagogical transformation.
How Many Response Categories Are Sufficient for Likert Type Scales? An Empirical Study Based on the Item Response Theory
Author: Aybek, Eren Can
Date: 2022-00-00
Type: Journal Articles
Subjects: Likert Scales,Item Response Theory,College Students,Test Reliability,Test Construction,Test Items

The current study investigates the optimum number of response categories for the Likert type of scales under the item response theory (IRT). The data was collected from university students attend to mainly the faculty of medicine and the faculty of education. A form of the &quot;Social Gender Equity Scale&quot; developed by Gozutok et al. (2017) was prepared, which had 3, 5 and 7-point response categories. The graded response model (GRM) was used for item calibrations. The results of the study have revealed that using a 5-point response option provides advantages over using a 3-point response category in terms of reliability and test information perspective in the scale development process. The-5 point scale also provides easier responding process for the respondents while it does not pose a major disadvantage compared to a 7-point response category in the terms of reliability. Therefore, based on the findings of the study, researchers are recommended to use a 5-point response category in their scale development process.
Reliability of Ratings of Multidimensional Fluency Scale with Many-Facet Rasch Model
Author: Akin Arikan, Cigdem
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Grade 5,Reading Skills,Reading Comprehension,Suprasegmentals,Interrater Reliability,Reading Fluency,Item Response Theory,Scoring Rubrics,Turkish,Language Arts,Bias,Oral Reading

The aim of this study was to determine whether the reliability of raters was provided by assessing reading prosody using the Multidimensional Fluency Scale (MDFS). The study was completed with a cross-sectional design, and in line with this, the prosodic reading skills of 41 fifth-grade students were rated by elementary school classroom teachers and Turkish language arts teachers using the MDFS. Data obtained from the ratings were analyzed with the many-facet Rasch model (MFRM). When the findings are investigated, the reading prosody rubric used in the research served the purposes of the reading prosody criteria, the subdimensions of the rubric could be reliably differentiated, the determined criteria were reliable, and the criteria categories appear to be adequate. Additionally, the severity and leniency of raters were found to differ, and Turkish language arts teachers were found to perform more severe ratings than classroom teachers. It was found that raters were ranked reliably in terms of severity/leniency, and that their levels of severity/leniency differed from each other. Another result obtained is that the prosody criterion that students completed with the most difficulty was phrasing. Therefore, it was concluded that the MDFS is a reliable rubric and that researchers and teachers can reliably use it to assess prosodic reading skills.
The Methodological Quality of Experimental STEM Education Articles Published in Scholarly Journals from 2014 to 2020
Author: Avcu, Ramazan
Date: 2022-00-00
Type: Journal Articles
Subjects: STEM Education,Research Methodology,Periodicals,Journal Articles,Research Reports,Authors,Editing,Research Problems,Curriculum Development,Policy Formation,Guidelines,Foreign Countries,Kindergarten,Elementary Secondary Education

Experimental studies have a considerable impact on the educational policies and practices of many countries. In Turkey, policymakers are planning to initiate a STEM education reform in K-12 schools based on experimental studies. However, the methodological flaws in these studies may lead to biased outcomes and may mislead the STEM education community. Despite the importance of methodological quality, to the best of our knowledge, there are no studies that investigate the methodological quality of experimental STEM education articles published in scholarly journals. Therefore, in this study, we conducted a methodological review to examine the methodological quality of experimental STEM education articles published in refereed Turkish journals from 2014 to 2020. During the targeted period, we located 68 articles. We analyzed these articles by developing a coding framework. We found that the selected articles suffer seriously from various methodological flaws. We discuss the findings in light of the literature on methodological quality and suggest ways to improve the rigor of the experimental designs used. Ultimately, we discuss some implications for authors, journals editors, policymakers, and curriculum developers.
Towards an Online Self-Assessment for Informed Study Decisions--A Mixed-Methods Validation Study
Author: Delnoij, Laurie E. C.
Date: 2022-00-00
Type: Journal Articles
Subjects: Computer Assisted Testing,Self Evaluation (Individuals),Decision Making,Test Validity,College Bound Students,Protocol Analysis,Knowledge Level,Student Attitudes,Foreign Countries,Student Behavior

Informed study decisions are pivotal for student retention in higher online education. A self-assessment prior to enrolment has been proposed as a promising approach to enable informed decision-making and to build resources for retention. To determine whether such a self-assessment affects the decision-making process as intended, thorough and careful validation is a necessity. This study reports on two validity aspects that are less commonly addressed in that respect, but essential for evaluating effectiveness: response processes and consequences of (self-) testing. To map the response processes and consequences of the current self-assessment, a mixed-methods approach was used in which eight prospective students took a self-assessment in an observed think-aloud mode and were interviewed before and after that. Results show different response processes depending on the type of subtest that is taken. The results also indicate that consequential aspect of validity must be considered in the context of decision-making phases. The demonstrated evidence and possible threats to validity are discussed in light of refining the self-assessment and embedding it in counselling practice.
Leveraging the Quantity and Quality of Co-Curricular Involvement Experiences to Promote Student Thriving
Author: Vetter, Matthew K.
Date: 2019-00-00
Type: Journal Articles
Subjects: Extracurricular Activities,Learner Engagement,Student Experience,Student Adjustment,Holistic Approach,Undergraduate Students,Student College Relationship,Student Satisfaction

Despite decades of research on student involvement, few studies have examined how co-curricular experiences promote holistic student success outcomes. Fewer still have differentiated the characteristics of co-curricular involvement to determine practices most likely to predict student success. This study investigates the relationship between the quantity and quality of student co-curricular involvement within a structural model of college student thriving. Evidence from undergraduate participants (n = 2,973) at 13 colleges and universities indicates the quality of involvement directly predicts thriving, and quantity of involvement indirectly predicts thriving. Nearly 64% of the variation in thriving was explained by the full model. Findings suggest students would benefit from investing deeply in one or two meaningful co-curricular experiences. Student activities professionals should seek to identify visible pathways for co-curricular engagement on campus that foster student leadership, community building, and individual meaning-making.
Assessing for Student Success
Author: Eubanks, David
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Evaluation,Success,Equal Education,Goal Orientation,Grades (Scholastic),Evaluation Methods,Academic Achievement,Undergraduate Students

Limitations of assessment reporting are analyzed in order to reorient practice toward improving the equity of student success. Reporting practice is contextualized by scholarship within assessment and accreditation organizations, and the implicit assumptions driving current practice are examined. Two novel findings are presented: an assessment of the number of discrete learning goals that comprise an academic program and a demonstration of how course grades can provide insights into curricular barriers in way that standard reporting does not. New assumptions are proposed that are intended to contribute to the evolution of practice so that equity goals may be achieved.
The Role of Affective Learner Characteristics For Learning about Abstract Algebra: A Multiple Linear Regression Analysis
Author: Veith, Joaquin Marc
Date: 2022-00-00
Type: Journal Articles
Subjects: Algebra,Mathematics Instruction,Affective Behavior,Student Characteristics,Preservice Teachers,Elementary School Teachers,Mathematical Concepts,Concept Formation,Self Concept,Student Interests,Mathematics Skills,Predictor Variables,Intervention,Theories

Recent research has boosted the inclusion of introductory group theory into secondary and undergraduate mathematics education due to manifold potentials, e.g., with regards to the promotion of students' abstract thinking. However, in addition to research on cognitive processes, learners' affective characteristics have largely remained unexplored in the context of teaching and learning group theory to date. In this paper, we contribute to closing this gap: We report on an empirical study investigating n=143 students' affective characteristics within a two-weeks course program--the Hildesheim teaching concept. In our study, this concept was used to introduce pre-service primary teachers into group theory. A multiple linear regression analysis reveals that neither mathematics-specific ability self-concept nor subject interest are significant predictors of the achieved conceptual understanding of group theory after the intervention indicating that group theory is not reserved for only the mathematically interested students or students with a high mathematics-specific self-concept.
A Case Study in Meaningful Assessment of an Interdisciplinary Cultural Competency Requirement
Author: Hardesty, Karla J.
Date: 2022-00-00
Type: Journal Articles
Subjects: Cultural Awareness,College Faculty,Teacher Attitudes,Evaluation Methods,Graduation Requirements,Pilot Projects,Interdisciplinary Approach,Educational Improvement,Learning Processes,Teaching Methods,College Students,Inclusion,Academic Achievement,Outcomes of Education,Disadvantaged,Anthropology,Sociology

In an institution where assessment was viewed as meaningless box-checking for the purpose of accreditation, a new reflective assessment practice changed 15 faculty members' perception of assessment in a single semester. Piloted with an interdisciplinary graduation requirement for Cultural Competency, the new assessment practice became a powerful tool for closing the loop in which participating faculty analyzed evidence to make improvements for student learning. This article provides a detailed history of the inception and development of that practice and evidence of faculty appreciation for a new four-question protocol.
Adjusting the Future of Adaptive Learning Technologies via a SWOT Analysis
Author: Daugherty, Kimberly
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Needs,Individualized Instruction,Student Characteristics,Educational Technology,Technology Uses in Education,Learner Engagement,Student Motivation,Progress Monitoring,Academic Persistence,Student Satisfaction,Barriers,Higher Education,Elementary Secondary Education

Adaptive learning has become more popular over the last several years, especially with the increasing need to adapt to students with different needs, interests, and learning preferences. The aim of adaptive learning is to provide students with the means to acquire information according to their training needs and cognitive differences, thus facilitating the learning process of each individual. Adaptive learning can be defined as an individualized adaptation of content and pedagogy implementation according to the needs of participants to increase the effectiveness and quality of learning. In this paper, we evaluate the available literature on adaptive learning technology using a SWOT (strengths, weaknesses, opportunities, and threats) approach. While there is promise in adaptive learning, much work still exists in helping to define best practices for utilizing adaptive learning technology to improve student learning and the student experience.
Bettering Assessment Practices through Reflection and Collaboration
Author: Allen, Carrie R.
Date: 2020-00-00
Type: Journal Articles
Subjects: Evaluation Methods,Educational Improvement,Reflection,Cooperation,Private Colleges,Educational Change,College Faculty,Teacher Attitudes

Although the COVID-19 situation was stressful for all faculty, staff, and students at Mercyhurst University, it provided a much-needed opportunity to improve assessment practices across the institution. Changing assessment reporting procedures for the 2019-2020 academic year to a more reflective, collaborative model is helping to shift faculty perceptions of assessment to collective rather than isolated, student-centered rather than administratively mandated, and intentional rather than incidental.
Restructuring an Assessment Leadership Institute during the 2020 Pandemic
Author: Hill, Yao Zhang
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Leadership Training,Flipped Classroom,Role Playing,Coaching (Performance),Scripts,Interpersonal Communication,Program Effectiveness,Online Courses,Facilitators (Individuals),Educational Assessment,Cooperation,Program Evaluation,Higher Education

The University of Hawai'i at Manoa Assessment and Curriculum Support Center successfully transformed a four-day, in-person Assessment Leadership Institute (ALI) into an online, four-day program designed to cultivate leaders who facilitate collaborative program learning assessment. We share eight successful strategies, including using the flipped classroom model, role-plays in facilitation simulations, facilitation role-play training prior to the Institute, clear online file structure, dedicated support person, assessment coaches, shared planning scripts, and regular communications. Our observations, participants' self-reflections, and the ALI evaluation provide strong evidence for the effectiveness of the eight strategies, as well as the success of the inaugural online ALI at the University of Hawai'i at Manoa.
Silver Linings from a Challenging Situation
Author: Demeter, Elise
Date: 2020-00-00
Type: Journal Articles
Subjects: State Universities,Urban Universities,COVID-19,Pandemics,Online Courses,Educational Change,Distance Education,Teaching Methods,Evaluation Methods,College Faculty,Best Practices,Barriers,Student Evaluation,Instructional Design,Educational Quality,College Administration

The University of North Carolina at Charlotte (UNC Charlotte) is an urban, four-year, public institution serving over 30,000 students. Like other institutions, we were caught off-guard by the COVID-19 pandemic and scrambled to move our instruction online to comply with our state's stay-at-home order in mid-March 2020. The shift to remote instruction resulted in widespread changes to our assessment of student learning plans at the course, program, and institutional levels. We discuss these changes and the challenges they posed. We also discuss silver linings that have emerged since March, including new relationships with faculty and renewed faculty interest in best practices for teaching and assessing learning remotely.
What Does &quot;High-Impact&quot; Mean in Extracurricular Experiences?
Author: Camerato, Katrina
Date: 2019-00-00
Type: Journal Articles
Subjects: Extracurricular Activities,Student Experience,Learner Engagement,Educational Practices,Sense of Community,Alignment (Education),Undergraduate Students

This study, conducted by a small group in a master's level class taught by Dr. Christine Wilson, assessed extracurricular experiences at a large, public university to identify potential alignment with characteristics of &quot;high-impact practices&quot; as defined by the Center for Postsecondary Education (2015). Students engaged in extracurricular experiences tentatively defined as high-impact were invited to participate via surveys and interviews. Results and findings indicated significant alignment, and two additional potential characteristics: a sense of belonging and purpose.
Resistible: How the SDSU Common Read Encouraged More Conscientious Use of Technology
Author: Miller, Tyler M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Reading Programs,Communities of Practice,Handheld Devices,Use Studies,Well Being,Behavior Change,Student Attitudes,Social Media,Undergraduate Students,Extracurricular Activities,Planning,Behavior Theories

Heavy use of digital media is known to reduce psychological well-being. A recent campus Common Read program, which included reading &quot;Irresistible&quot; (Alter, 2017) and attending a series of events, attempted to promote more conscientious relationships with technology, thus supporting psychological well-being. Changes in mobile phone dependence and self-reported technology use behaviors were evaluated with questions grounded in the theory of planned behavior, measuring students' attitudes, subjective norms, behavioral control, and intentions to decrease their use of non-educational technology. Noteworthy interactions included Common Read participants (n = 148) reporting less discomfort during times of mobile-phone abstinence and engaging in fewer social media platforms compared to control (n = 88). Common Read participants also consistently measured more favorably regarding behavioral control and screen time. Although participants' intentions to reduce their non-educational technology use were not changed, other indicators support the conclusion that participants became more conscientious about their behavior due to Common Read programming participation.
Evaluation of Impact Factors of Articles in Scientific Open Access Journals in Türkiye
Author: Alav, Orhan
Date: 2022-00-00
Type: Journal Articles
Subjects: Periodicals,Open Source Technology,Indexes,Standards,Measurement,Content Analysis,Scientific Research,Research Reports,Citations (References),Comparative Analysis,Journal Articles,Foreign Countries

In this study, the phonographic view of the acceleration of scientific publishing in Türkiye has been revealed with TÜBITAK/DergiPark data and the values of the measurements of the impact factors of scientific journals have been sampled with the SOBIAD Index data. SOBIAD Index dataset was used in the study. Using the &quot;full count&quot; research method, the data were analyzed by providing access to the entire mass, which is the research population, based on purpose-oriented descriptive analysis. In the calculation of the impact factors of the articles in the SOBIAD index, multiple parameters such as the total number of citations of the articles in the journal, citation comparison (percentage) and area-weighted citation impact, new metric joint values and the similarity criteria in the content evaluation were determined. In the study, the measurement and evaluation standards of international impact factor measuring institutions (WOS-SSCI, Google Scholar, Eigenfactor Metrix and Elsevier/Scopus Index) were also used. According to the results of the research, while the average value of the impact factors of scientific journals in Türkiye is 0.19, this is seen as 6,19 in WOS-SSCI. With the research, the examination of the impact factors of scientific journals and articles in Türkiye was presented as an original review through the SOBIAD index sample. In order to increase the quality and impact factor of journal/article in academic publishing in Türkiye, qualified growth is required rather than quantitative growth.
Assessing the Validity and Reliability of Quality Design Criterion Rubric to Evaluate Online Courses: A Case of Three Entrepreneurial Online Short Courses
Author: Makda, Fatima
Date: 2022-00-00
Type: Journal Articles
Subjects: Test Validity,Test Reliability,Scoring Rubrics,Online Courses,Entrepreneurship,Instructional Design,College Curriculum,Business Administration Education,Course Evaluation,College Students,Student Attitudes

With the development of instructional design literature and the potential of online courses to support learning, there exists a gap between theoretical knowledge (theory) and practice (reality). The objective of this study is to determine the effectiveness of the design of online courses for teaching and learning, and what designers and instructors in online learning environments should collectively consider in terms of the quality of the design for online courses. A quantitative design methodology was used to measure the validity and reliability of a rubric used as an evaluation tool in three online short courses at a university level. Scores were measured and analysed using simple descriptive statistics, and qualitative aspects of the online course analysis were integrated to ascertain a summative conclusion of the three online courses and whether the rubric, as a design framework, needed further improvement or not. The rubric offered a framework to determine what components contribute towards quality design in online courses.