ethanporcaro/eric-fulltext-meta huggingface dataset:
Providing Feedback, Orientation and Opportunities for Reflection as Key Elements for Successful Mentoring Programs: Reviewing a Program for Future Business Education Teachers
Author: Riebenbauer, Elisabeth
Date: 2017-00-00
Type: Journal Articles
Subjects: Feedback (Response),Career Planning,Mentors,Student Teachers,Student Teaching,Reflection,Business Administration Education,Beginning Teachers,Foreign Countries,Competence,Student Teacher Attitudes,Questionnaires,Teaching Methods,Comparative Analysis

The introduction to teaching is critical for novice teachers. Near the end of their master's program, students of Business Education and Development in Austria spend one semester at an assigned school. They are introduced to teaching, while being assisted by peer students, mentoring teachers, and a companion course. Mentors receive special training and preparation in advance, thus contributing to a high quality mentoring program. The program is organized threefold: (1) providing feedback, (2) opportunities for reflection and (3) career orientation. The purpose of this paper is to assess key elements of successful mentoring programs and to question which competences of mentors contribute most to the success of those programs. Between 2012 and 2015, 188 persons (student teachers and their mentors) responded to an online survey at the end of their mentoring program. Additionally, data from a study (1,245 questionnaires) regarding the student teachers' perception of their own competence was utilized, allowing for a comparison of student teacher confidence in their abilities before and after the mentoring program. The present results provide insight into the key elements of successful mentoring programs; both from a student teacher's and mentor's perspective. During the semester, students showed an increase regarding their self-perception of their professional competences. It was found that students and mentoring teachers valued feedback after each lesson more than feedback in regular meetings. Opportunities for reflection (e.g. exchange with peer students, learning diaries) were considered helpful. The mentoring program helped students to decide whether to become a teacher or not.
Pedagogical Tact in Mentoring of Professional School Internships
Author: Gastager, Angela
Date: 2017-00-00
Type: Journal Articles
Subjects: Mentors,Internship Programs,Preservice Teachers,Beginning Teachers,Expertise,Theory Practice Relationship,Foreign Countries,Experienced Teachers,Mixed Methods Research,Reflective Teaching,Pilot Projects,Questionnaires,Correlation,Secondary School Teachers

Pedagogical tact, the &quot;translator&quot; from theory to practice, is a complex construct. A theory of tact has been developed and is tested through comparison of novice and expert teachers. One may assume that experienced practitioners are tactful if they are committed. Preservice teachers may be assumed to be less tactful than experienced teachers for two reasons: (a) they are not used to teaching and applying theoretical concepts in their internships, and (b) they stick &quot;closer&quot; to the knowledge about theories since they are still studying. Billett and Smith (2014) proposed that in professional practice an interactive enactment of knowledge is crucial. Qualitative differences between novices and experts were reported by Berliner (e.g. 2001). In a pilot study conducted in January of 2016 at a new lower secondary school in Austria five senior preservice teachers and three mentors were investigated. The preservice teachers and the mentors (expert teachers) were assessed independently for one lesson with stimulated recall. The results were coded along crucial categories in tact situations. Direct comparisons of experts and novices from the same field according to the coding system were interpreted as indicators of the validity of the assessment tool to measure tact. To make sure that there is indeed a difference in the experts' and novices' actions, the lesson interruption method (LIM; Patry, 1997b) was used to check tact relevant dimensions. First results showed a statistically significant association between the level of excitement, the level of fun and the level of notice of the surroundings during the learning process due to the estimations in the LIM of the participating pupils.
Going Back to School: An Interview with Mike Rose
Author: Adams, Peter
Date: 2017-00-00
Type: Journal Articles
Subjects: Interviews,Faculty Development,Vocational Education,College Preparation,Teaching Experience,College Faculty

Mike Rose is a professor in the UCLA Graduate School of Education and Information Studies. He has taught in a wide range of educational settings - from elementary school to adult literacy and job training programs--and has directed an Educational Opportunity (EOP) tutorial center. He is an author and member of the National Academy of Education and a Founding Fellow of the Council of Learning Assistance and Developmental Education Associations. In this interview with Peter Adams, he discusses his own background where he had a sense of what it was like to not know much about how college works: from lacking knowledge and strategies for selecting courses to being overwhelmed by the intricacies of financial aid. Rose also discusses his most recent book, &quot;Back to School,&quot; a book about the huge and growing number of students who are coming into schools from a wide variety of backgrounds and goals. Rose talks about how &quot;Back to School&quot; fits into the body of his other works and says that a major theme in &quot;Back to School&quot; is rethinking the divide between the academic and vocational courses of study. He believes that faculty and their leadership need to think deeply about the received beliefs and entrenched practices at their institutions that reinforce the split between the academic and the vocational. Rose feels that reforms in education today crucially need to be more than simply structural, and one key is professional development for faculty.
Facebook as a Learning-Management System in Developmental Writing
Author: Ingalls, Amy L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Media,Integrated Learning Systems,Educational Technology,Technology Uses in Education,Writing Instruction,Remedial Instruction,Developmental Studies Programs,Community Colleges,Teaching Methods,Models,Practicums

The purpose of this study was to assess whether Facebook (FB), as an LMS (Learning Management System) may be used in a developmental writing course, may build a community of learners in ENG*K012, and may enhance the presence of a supportive shared community to build confidence in students' writing and/or sharing their writing. An additional purpose was to determine the level of community in FB as an LMS model in one ENG*K012: Foundations of Writing course while teaching a second ENG*K012 course in a traditional manner (e.g., absence of technology). Evaluating the level of improvement in student's writing as a result of building self-efficacy and confidence during the period of the Fall 2011 semester was essential. Finally, the study examined the potential impact on teachers' use of technology (e.g., Blackboard Vista, Web 2.0 tools) in their courses.
Student-Perceived Interferences to College and Mathematics Success
Author: Acee, T. W.
Date: 2017-00-00
Type: Journal Articles
Subjects: College Mathematics,Academic Achievement,Academic Persistence,Holistic Approach,Models,Student Attitudes,College Students,School Holding Power,Remedial Mathematics,Student Surveys,Content Analysis,Regression (Statistics),Multiple Regression Analysis,Statistical Analysis

Nationally, developmental mathematics courses have some of the highest failure and withdrawal rates of postsecondary courses. A wide range of factors may be contributing to students' struggles in these courses. In order to help identify these factors, we asked students enrolled in developmental mathematics to identify factors interfering with their college success. Results suggested that students in these courses perceive a diverse set of academic and nonacademic interferences to their college success. Perceived nonacademic interferences related negatively with academic achievement and persistence. Our findings provide a holistic framework for conceptualizing additional academic and nonacademic support students might need.
Actionable Steps for Engaging Assessment Practitioners and Faculty in Implementation Fidelity Research
Author: Smith, Kristen L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Fidelity,Program Implementation,Intervention,Higher Education,Data Collection,Educational Research,College Faculty,Evaluators

Implementation fidelity data indicate to what extent the delivered educational intervention (e.g., pedagogies, curricula) differs from the designed intervention (Gerstner &amp; Finney, 2013; O'Donnell, 2008). Fidelity data help practitioners make more accurate inferences regarding program effectiveness (Dumas, Lynch, Laughlin, Smith, &amp; Prinz, 2001). However, implementation fidelity research is underused in higher education (Berman &amp; McLaughlin, 1976; Dhillon, Darrow, &amp; Meyers, 2015). Institutional and programmatic assessment cycles typically omit implementation fidelity processes. Moreover, there are too few didactic examples of how to engage in implementation fidelity (O'Donnell, 2008). Thus, we provide actionable steps for gathering implementation fidelity data. Practitioners who adopt these steps will be well-positioned to conduct fidelity research as part of assessment processes. They will also be able to draw more valid inferences from assessment data and make more informed decisions regarding interventions. Fidelity research can help higher education evolve from an assessment culture to a learning improvement culture.
A Multidisciplinary Assessment of Faculty Accuracy and Reliability with Bloom&apos;s Taxonomy
Author: Welch, Adam C.
Date: 2017-00-00
Type: Journal Articles
Subjects: College Faculty,Medical School Faculty,Health Sciences,Test Items,Taxonomy,Accuracy,Reliability,Alternative Assessment,Interrater Reliability,Teacher Surveys,Statistical Analysis,Interdisciplinary Approach

The aims of this study were to determine faculty's ability to accurately and reliably categorize exam questions using Bloom's Taxonomy, and if modified versions would improve the accuracy and reliability. Faculty experience and affiliation with a health sciences discipline were also considered. Faculty at one university were asked to categorize 30 sample exam questions using either Bloom's Taxonomy or one of two modified versions of Bloom's Taxonomy. Overall accuracy improved when a modified version of Bloom's Taxonomy was used. Collapsing the six categories of Bloom's into three (knowledge; comprehension and application; analysis, synthesis, and evaluation) showed higher levels of accuracy than when each category was collapsed with its neighbor. There was no difference between health science and nonhealth science faculty in accuracy. Overall interrater reliability was low regardless of experience or health science affiliation.
Dual Enrollment Policies and Undergraduate Rates in the United States: An Institutional and Cohert Approach Using the 2006-2014 IPEDS
Author: Myers, Carrie B.
Date: 2017-00-00
Type: Journal Articles
Subjects: Undergraduate Students,College Graduates,Graduation Rate,Dual Enrollment,Educational Policy,Cohort Analysis,Postsecondary Education,Information Systems,Data Collection,School Statistics,Regression (Statistics),Statistical Analysis

Previous studies have found that freshmen who enter college with dual enrollment credits earned during high school have higher 6-year graduation rates. Yet, we do not know if institutional graduation rates benefit in the aggregate from their practice of accepting dual enrollment credits among incoming freshman cohorts. In this study, we used institutional panel data from the Integrated Postsecondary Education Data System and the 2006, 2007, and 2008 incoming freshman cohorts to address this policy issue. Based on regression results from generalized linear models, we found a contradictory pattern for the relationship between the institutional practice of accepting dual enrollment credits and graduation rates. Among the lesser selective institutions, those that accepted dual enrollment credits among their incoming freshmen realized higher 6-year graduation rates. But among the more selective institutions, this same practice was associated with lower 6-year graduation rates.
Changing How We Think, Changing How We Learn: Scaffolding Executive Function Processes for Students with Learning Disabilities
Author: Rosen, Sonia M.
Date: 2014-00-00
Type: Journal Articles
Subjects: Cognitive Processes,Scaffolding (Teaching Technique),Executive Function,Learning Disabilities,Mixed Methods Research,Intervention,Middle School Students,Case Studies,Notetaking,Grade 7,Science Instruction,Science Teachers,Middle School Teachers,Pretests Posttests,Semi Structured Interviews

Students with learning disabilities have been reported to have difficulty in a number of different executive function processes that affect their academic performance (Singer &amp; Bashir, 1999). Executive function difficulties for students with learning disabilities have been implicated as the reason why these students struggle with complex academic tasks such as reading, writing, and note-taking (Denckla, 2007). This mixed-methods study explored the extent to which a strategic note-taking intervention encouraged more efficient employment of executive function in middle school students with learning disabilities. This paper draws on interviews, students' notes, and pre- and post-intervention assessments to present case studies of three student participants. Results indicate that the strategic note-taking intervention served as a scaffold, opening up new pathways for struggling students to access executive functions and flexibly deploy cognitive strategies. Importantly, &quot;how&quot; each student did so and &quot;what&quot; each student learned about her/himself as a learner in the process were dependent on the specific challenges presented by her/his learning disability. These cases shed light on the potential for cognitive scaffolding to help students actively improve their own executive functioning in complex tasks such as note-taking
Seamless Language Learning: Second Language Learning with Social Media
Author: Wong, Lung-Hsiang
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,Social Media,Electronic Learning,Technology Uses in Education,Models,Instructional Design,Ecological Factors,Computer Mediated Communication,Socialization,Chinese,Elementary School Students,Scores,Statistical Analysis

This conceptual paper describes a language learning model that applies social media to foster contextualized and connected language learning in communities. The model emphasizes weaving together different forms of language learning activities that take place in different learning contexts to achieve seamless language learning. it promotes social interactions with social media about the learners' day-to-day life using the targeted second or foreign language. The paper first identifies three key features of the language learning approach, namely, authenticity, contextualization and socialization. How these features are related to the communicative approach of language learning are subsequently explicated. This is followed by further explication on how the notion of seamless language learning could inform learning designers and learners in synergizing the desired characteristics of language learning together. Eventually, we propose the SMiLLA (Social Media as Language Learning Artifacts) Framework to operationalize seamless language learning with the use of social media. A case of seamless language learning environment design known as MyCLoUd will be described to illustrate the practicality of the SMiLLA Framework.
State of the States&apos; Teacher Evaluation and Support Systems: A Perspective from Exemplary Teachers. Policy Information Report and ETS Research Report Series No. RR-17-30
Author: Goe, Laura
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Evaluation,Teacher Attitudes,Stakeholders,Teacher Effectiveness,Faculty Development,Educational Practices,Best Practices,Teacher Surveys,Social Support Groups,Observation,Coaching (Performance),Feedback (Response),Focus Groups

As states reconsider their current evaluation systems, stakeholders are offering their views about what revisions should be made to existing measures and processes. This report offers a unique perspective to these conversations by capturing and synthesizing the views of some of America's exemplary teachers: State Teachers of the Year (STOYs) and STOY finalists from every part of the country (hereafter referred to as STOYs). Given their recognition as effective practitioners and advocates, their involvement in policy-oriented discussions at various levels, and their overall impact on their respective educational environments, the experiences of STOYs with teacher evaluation and professional support systems provide a unique look into the myriad systems that are now being scrutinized. Accordingly, their insights and recommendations should serve to informstate and local discussions. An executive summary is available at https://www.ets.org/Media/Research/pdf/RR-17-30_Executive_Summary.pdf.
Investing in Student Success: Examining the Return on Investment for Minority-Serving Institutions. Policy Information Report and ETS Research Report Series No. RR-17-57
Author: Gasman, Marybeth, Ed.
Date: 2017-00-00
Type: Journal Articles
Subjects: Minority Group Students,Higher Education,Outcomes of Education,Hispanic American Students,Comparative Analysis,Institutional Characteristics,American Indian Education,Tribally Controlled Education,African American Students,Black Colleges,Asian American Students,Pacific Islanders,Two Year College Students,Community Colleges

Although minority-serving institutions (MSIs) educate nearly one fifth of the nation's college students, there is to date little research on MSI's return on investment (ROI). To address this, the University of Pennsylvania and Educational Testing Service commissioned four papers focusing on the ROI for MSIs, which were presented originally in December 2015 at the National Convening on Return on Investment for Minority Serving Institutions. This report contains the four papers presented at the seminar, as well as an introduction: (1) Introduction (Marybeth Gasman, Andrés Castro Samayoa, William C. Boland, Amanda Washington, Chris D. Jimenez, &amp; Paola Esmieu); (2) Return on Investment for Hispanic-Serving Institutions in Texas: A Comparative Analysis of Institutional Types (Toby J. Park, Stella M. Flores, Christopher J. Ryan, Jr., &amp; Chris D. Jimenez); (3) Reframing Return on Investments for Tribal Colleges and Universities: Aligning Analyses With Tribal Priorities and Educational Missions (Stephanie Carroll Rainie &amp; Ginger C. Stull); (4) A Return on Investment Analysis for Black Graduates of Historically Black Colleges and Universities: Insights From Three Studies (Terrell L. Strayhorn); and (5) The Return on Investment for an AANAPISI-Funded Program: Outcomes for Asian American and Pacific Islander Community College Students (Cynthia M. Alcantar, Margary Martin, Bach Mai Dolly Nguyen, Robert T. Teranishi, &amp; Jossie Muñoz).
Monitoring Score Change Patterns to Support &quot;TOEIC&quot;® Listening and Reading Test Quality. Research Report. ETS RR-17-54
Author: Wei, Youhua
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Language Tests,Second Language Learning,Scores,Listening Comprehension Tests,Reading Tests,Test Items,Educational Quality,High Stakes Tests,Hierarchical Linear Modeling,Test Wiseness,Repetition,Educational Background,Pretests Posttests,Educational Attainment,Sex,Test Reliability,Test Validity,Quality Control,Statistical Analysis

In most large-scale programs of tests that aid in making high-stakes decisions, such as the &quot;TOEIC&quot;® family of products and service, it is not unusual for a significant portion of test takers to retake the test at multiple times.The study reported here used multilevel growth modeling to explore the score change patterns of nearly 20,000 TOEIC Listening and Reading test takers who repeated the test six times during a 4-year period. The study revealed that (a) on average, repeaters' scores increased with each subsequent testing; (b) repeaters' score increases were larger for initial retests than for later ones; (c) test takers' educational backgrounds were related to their initial scores but not to their score increases; and (d) test takers' gender was related both to initial scores and to score increases. The results suggest that multilevel growth modeling analysis has potential for evaluating and monitoring test performance across administrations by exploring repeaters' score change patterns over time.The study also provided empirical evidence for the reliability and validity of TOEIC scores.
&quot;Winsight&quot;™ Assessment System: Preliminary Theory of Action. Research Report. ETS RR-17-26
Author: Wylie, E. Caroline
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Evaluation,Evaluation Methods,Summative Evaluation,Formative Evaluation,Mathematics Achievement,Language Arts,Reading Achievement,Elementary Secondary Education,Educational Improvement,Test Construction,Data Analysis,Teacher Role,Student Role,Parents,Access to Information,School Districts,Educational Administration,Teachers

The &quot;Winsight&quot;™Assessment System integrates summative, interim (including both benchmark assessments and testlets), and formative assessment components initially focused on mathematics and English language arts (ELA) in Grades 3-8 and high school.This report provides a preliminary theory of action for the Winsight Assessment System. A theory of action illustrates the claims made about a program through a logic model (a diagram that links program components to intermediate and long-term outcomes for various stakeholders) and a review of supporting literature for those claims. We first briefly describe the assessment and professional support components of the system, and then we identify 5 principles that undergird the theory of action and the logic model.We then present the logic model diagram and set of claims in the logic model that are ultimately intended to lead to improved student outcomes in the educational system. The report ends with a summary of logical, theoretical, and empirical evidence that supports these claims.
Long-Term Impact of Valid Case Criterion on Capturing Population-Level Growth under Item Response Theory Equating. Research Report. ETS RR-17-17
Author: Deng, Weiling
Date: 2017-12-00
Type: Journal Articles
Subjects: Item Response Theory,Equated Scores,True Scores,Educational Assessment,Elementary Secondary Education,Academic Achievement,Accuracy,Test Bias,Scaling,Multiple Choice Tests,Classification

Using simulated data, this study examined the impact of different levels of stringency of the valid case inclusion criterion on item response theory (IRT)-based true score equating over 5 years in the context of K-12 assessment when growth in student achievement is expected. Findings indicate that the use of the most stringent inclusion criterion generally yielded the most accurate results when overall root mean square error (RMSE) and bias were considered under both zero-growth and growth conditions, for both one-parameter logistic (1PL) and three-parameter logistic (3PL) IRT models, and for both fixed common item parameter (FCIP) and test characteristic curve (TCC) scaling methods. The positive impact of applying the most stringent valid case inclusion criterion was more salient with the 3PL model, under which greater classification accuracy was observed.