ethanporcaro/eric-fulltext-meta huggingface dataset:
Examining the Level of Enjoyment and Anxiety among Turkish EFL Students
Author: Özer, Zekiye
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Psychological Patterns,Anxiety,Student Attitudes,Grade 5,Secondary School Students,Gender Differences,Academic Achievement,Predictor Variables,Grade Point Average,Teaching Styles

This research examines the role of positive and negative emotions in language learning. To this end, enjoyment and anxiety, which are widely studied emotions in language education, were chosen for the current study. A quantitative research design was adopted to provide a deeper understanding of learners' language enjoyment and anxiety levels as well as the determinants of those emotions. 233 fifth-grade students studying in secondary school participated in the study. The results indicated that participants experience a higher level of enjoyment and moderate anxiety in language learning. The anxiety and enjoyment levels of participants appeared to be unaffected by gender differences. The difference between the three achievement groups for anxiety and enjoyment was significant. Further analysis showed that language anxiety was the best predictor of language enjoyment.
Privative Constructions in Mesoamerica: How Do Languages without &apos;Without&apos; Actually Function?
Author: Vinogradov, Igor
Date: 2021-00-00
Type: Journal Articles
Subjects: Language Classification,American Indian Languages,Spanish,Linguistic Borrowing,Language Research,Form Classes (Languages),Language Usage,Morphemes,Semantics,Foreign Countries,Geographic Regions,Contrastive Linguistics

Languages in the Mesoamerican linguistic area have been reported to lack a dedicated means of expressing the privative meaning that encodes the absence of a participant in a situation. This micro-typological study identifies alternative strategies that the languages in this area employ to function without dedicated privative markers, namely borrowing the Spanish preposition sin, the use of regular negative constructions, including negative existential and copulative constructions, and developing functionally restricted markers for particular semantic domains (body parts, clothes, and so forth). The fact that Mesoamerican languages are averse to the use of negative comitative or instrumental constructions supports that privatives have a more complex semantic nature than a simple negation of possession, existence, or comitativity. A notable similarity in the privative constructions employed in Mesoamerica and in the languages to the north reflects the linguistic relationship between Mesoamerica and the American Southwest.
Diversity Associated with Reductions in the Achievement Gap: Data Mining the 2010-2011 New Jersey Assessment of Skills and Knowledge (NJ ASK). Policy Information Report and ETS Research Report Series No. RR-20-12
Author: Hanson, Stephen José
Date: 2020-00-00
Type: Journal Articles
Subjects: Achievement Gap,Racial Differences,Ethnicity,Socioeconomic Status,Student Diversity,Standardized Tests,Scores,Racial Composition,School Districts,Peer Influence,Information Retrieval,Data Analysis,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Gender Differences,Public Schools,Language Arts,Mathematics Achievement

The academic achievement gap is a persistent and pernicious educational challenge confounded with race and socioeconomic status. The achievement gap persists despite over three decades of interventions and federal, state, and local policies and initiatives meant to close it. We examine the achievement gap in one of the most diverse states in the United States, New Jersey. Across the 480 school districts in New Jersey, the school district racial makeup varies from almost complete segregation to high diversity. Using data-mining techniques on the statewide standardized test, the 2010-2011 New Jersey Assessment of Skills and Knowledge (NJ ASK) standard language arts literacy and mathematics, we found that test scores increased with increasing diversity. In particular, the achievement gap between Black and White third grade students was lower by more than 60% in racially diverse districts when compared to racially homogeneous districts. This result is consistent with theories of peer spillover effects that implicate peer racial diversity in reducing the achievement gap. A cluster analysis of New Jersey school districts revealed eight common profiles, which could inform school policy and practice aimed at improving school performance and closing the achievement gap.
The Impact of Workplace Spirituality on Organizational Commitment at Schools: The Moderating Effect of Gender
Author: Korkmaz, Turgut
Date: 2018-00-00
Type: Journal Articles
Subjects: Work Environment,Religious Factors,Organizational Climate,Gender Differences,Teacher Characteristics,Work Attitudes,Sense of Community,High School Teachers,Foreign Countries

The purpose of this study is to investigate the impact of workplace spirituality on organizational commitment and the moderating role of gender. 112 teachers, working in Gaziantep, in the 2015-2016 academic year, were assessed using the workplace spirituality scale improved by Ashmos and Duchon and translated into Turkish by researchers and also the organizational commitment scale by Meyer and Allen, adapted to Turkish by Wasti. At the end of the research, it was found that there was a moderating role of gender in relation to workplace spirituality with organizational commitment. While the spirituality of the in workplace increases, organizational commitment increases, and male teachers' organizational commitment was more than female teachers'.
Depicting the Ecosystems of Support and Financial Sustainability for Five College Promise Populations. The College Promise Series. Research Report. ETS RR-20-17
Author: Miller, Catherine, Ed.
Date: 2020-12-00
Type: Journal Articles
Subjects: Student Costs,College Students,Educational Finance,Student Diversity,Financial Support,Adult Students,Nontraditional Students,Undocumented Immigrants,Veterans,Institutionalized Persons,Access to Education,Academic Persistence,Graduation,Student Financial Aid

The college promise movement is aimed toward making the attendance and completion of college affordable for eligible Americans in hundreds of local communities and states throughout the United States. Many college promise programs are designed with the intent of enabling students to start and complete college degree and/or postsecondary certificate programs without taking on unmanageable college debt. Two significant issues were examined at the June 2019 symposium &quot;Depicting the Ecosystem of Support and Financial Sustainability for Five College Promise Populations,&quot; sponsored by Educational Testing Service (ETS) and the College Promise Campaign with the generous support of the ECMC Foundation and the Strada Education Network. First, how would college promise programs be enhanced if they were reconceived with a deeper understanding and intent to accommodate the diversity within the postsecondary student population (traditional-aged students, adults, undocumented students, veterans, and justice-involved students)? Second, how could extant and new funding models be aligned to leverage the financial support needed to develop and implement these subpopulation-targeted ecosystem designs? The symposium united the higher education community with scholars, policy makers, student representatives and other stakeholders to develop comprehensive ecosystems of support for these five subpopulations as they make their way to, through and beyond college. Additional aims were (a) to identify the cross-group connections for use and adaptation in local communities and states and (b) to explore the variety, and knitting together, of funding opportunities for program supports. [This report is a joint initiative with College Promise.]
The Moderating Effect of Organizational Culture on the Relationship between Bullying and Machiavellianism
Author: Savas, Ahmet Cezmi
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Bullying,Work Environment,Teacher Attitudes,Predictor Variables,School Culture,Personality Traits,Victims,Elementary School Teachers,Secondary School Teachers,Teacher Characteristics

Workplace bullying is unwanted and unwarranted and has negative consequences for the victim, his colleagues and the whole organization. With the present study, we aim to clarify the interactive effects of workplace bullying from the victims' perception and organizational culture on the teachers 'Machiavellianism which is a personality syndrome aiming the realization of one's own profits with every possible means. The sample consisted of 103 teachers working in different schools in Gaziantep, Turkey. Data was analyzed by the hierarchical multiple linear regression method at SPSS 22 and ModGraph-I was used at moderating tests. The results showed that being bullied was not a significant predictor of Machiavellianism. However, organizational culture significantly and positively predicted Machiavellianism, and the main effect of being bullied on Machiavellianism was qualified by the interaction: &quot;higher Machiavellianism was associated with higher workplace bullying under conditions of higher organizational culture.&quot; Organizational culture operated as an exacerbation under conditions of workplace bullying.
Examining the Writing Processes in Scenario-Based Assessment Using Regression Trees. Research Report. ETS RR-20-18
Author: Cao, Yi
Date: 2020-12-00
Type: Journal Articles
Subjects: Writing Processes,Vignettes,Writing Evaluation,Regression (Statistics),Essays,Scores,Persuasive Discourse,Summative Evaluation,Cognitive Measurement,Writing Tests,Middle School Students,Grade 8,Scoring Rubrics

Scenario-based writing assessment has two salient characteristics by design: a lead-in/essay scaffolding structure and a unified scenario/topic throughout. In this study, we examine whether the scenario-based assessment design would impact students' essay scores compared to its alternative conditions, which intentionally broke the scaffolding effect and/or topic effect. Furthermore, with the availability of rich keystroke log data, we used tree-based methods to investigate which writing process features had greater influence in predicting students' essay scores under different assessment conditions. The results revealed significantly lower essay scores when the unified topic effect was removed and no significant essay score change when neither scaffolding nor topic effects existed compared to the original scenario-based assessment condition. The findings also suggested that different assessment conditions call on different configurations of writing process features. The rate of typo correction in the writing process was consistently among the highest ranking features that predicted the essay scores well, regardless of the presence of scaffolding and/or topic effects. The broken topic effect might affect the extent of word finding and retrieval as well as editing across multiple words by the students during writing. Topics for future study and limitations are also discussed.
Exploring Differences in Psychological Well-Being and Self-Regulated Learning in University Student Success
Author: Davis, Sarah K.
Date: 2021-00-00
Type: Journal Articles
Subjects: Mental Health,Self Management,Metacognition,Study Skills,Elective Courses,Undergraduate Students,Academic Achievement,Goal Orientation,Learner Engagement,Well Being

Worldwide, there are increasing concerns about postsecondary students' mental health and how student success is implicated. Previous research has established psychological well-being and self-regulated learning are important components of student success, however, there is a paucity of research examining the interplay between these factors during a semester-long course. In this study, 118 students in a learning-to-learn elective university course completed nine weekly online planning and reflection tools. Students planned for a study session, completed an academic engagement and a psychological well-being measure, then reflected on a challenge faced and described the strategy chosen to overcome that challenge. Findings revealed (a) students who reported always attaining their goals also reported higher overall psychological well-being, and (b) within-person patterns of psychological well-being and academic engagement over time may affect regulatory responses to challenge or vice versa. Implications for theory, research, and practice are discussed.
Listening to and Supporting Teachers in the United Arab Emirates: Promoting Educational Success for the Nation. Research Report. ETS RR-20-06
Author: Goe, Laura
Date: 2020-12-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Public Schools,Private Schools,Teaching Experience,Teaching Methods,Career Choice,Motivation,Barriers,Faculty Development,Job Satisfaction,Educational Change,Educational Needs,Teacher Qualifications,Teacher Recruitment,Teacher Persistence,Teacher Leadership,Parent Teacher Cooperation,Coaching (Performance),Mentors,Peer Influence,Networks,Classroom Techniques,Teacher Student Relationship,Caring,Students with Disabilities,Teacher Influence

In this study, we provide insights into the experiences of teachers in the United Arab Emirates (UAE) in order to identify concerns and develop strategies to support teachers' development and retention in the profession. Researchers interviewed 94 teachers from public and private schools across the UAE in four focus groups. Interviews focused on six constructs related to their work as teachers, including teachers' motivation to join the profession, teaching practices, challenges encountered, professional development, job satisfaction, and suggestions for change. The study team analyzed and coded these responses to develop a consensus interpretation. We present our findings with the goal of encouraging further consideration about how best to support teachers through better understanding their needs.
Noncognitive Skill Profiles and Their Relationships with Academic Outcomes at Hispanic-Serving Institutions. Research Report. ETS RR-20-25
Author: Rikoon, Samuel
Date: 2020-12-00
Type: Journal Articles
Subjects: Minority Serving Institutions,Hispanic American Students,Barriers,Skill Development,Competence,Academic Ability,Academic Persistence,Self Control,Student Characteristics,Social Support Groups,Academic Support Services,Student Personnel Services,Probability,Class Size,Grade Point Average,Self Management,Student School Relationship

Hispanic-serving institutions (HSIs) face a multifaceted set of challenges in determining how to maintain their effectiveness in building student competencies and encouraging their academic success. To understand the importance of noncognitive skills on fostering such success, this study reports on efforts at three HSIs to make meaningful use of noncognitive assessment data in combination with student background characteristics and academic outcomes. We applied a person-centered approach to extract latent profiles from data measuring students' academic skills, commitment, self-management, and social support. These profiles demonstrated reliable patterns of student noncognitive skill expression across the three institutions and exhibited meaningful relationships with external covariates and distal outcomes alike. Suggestions for future research are discussed.
Italian Universities: Institutional Mandate and Communitarian Engagement
Author: Leogrande, Angelo
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Institutional Mission,College Administration,Universities,School Community Relationship,Governance,Human Capital,Educational Quality,Reputation,Achievement Rating

To make their mandate more efficient, universities have to either offer services to students either produce innovation and scientific research. From this point of view it is difficult for universities to focus their attention on economic and financial performance. Instead, it is much more relevant for the university to find models of governance that are able to bring together profitability, financial sustainability, and social and communitarian commitment. Universities generate knowledge that can be used to improve the standard of economic and social life in the territorial environment. For these reasons it is important to analyze relations between university and community of reference. We found that Italian universities that perform better are associated with communities able to generate individual and social welfare. Better universities have also more active and skilled student populations. Monthly data are considered for the period 2012 and 2017 for 58 Italian universities. Data are collected from BESISTAT, Almalaurea and Center for World University Rankings-CWUR. The complex database has been realized by using KNIME mixing different sources in an original metric environment. We use panel data approach to estimate the level of Italian ranking in CWUR statistics by the usage two different sets of variables: BES-ISTAT and SIOPE. The increasing in the Global International Ranking can be realized either directly by increasing the level of services and products generates, either indirectly improving the spillovers effect of universities in respect to a certain community of reference.
Orthogonal Regression, the Cleary Criterion, and Lord&apos;s Paradox: Asking the Right Questions. Research Report. ETS RR-20-14
Author: Kane, Michael T.
Date: 2020-12-00
Type: Journal Articles
Subjects: Regression (Statistics),Least Squares Statistics,Test Bias,Error of Measurement,Statistical Analysis,Prediction,Factor Analysis,Models

Ordinary least squares (OLS) regression and orthogonal regression (OR) address different questions and make different assumptions about errors. The OLS regression of Y on X yields predictions of a dependent variable (Y) contingent on an independent variable (X) and minimizes the sum of squared errors of prediction. It assumes that the independent variable (X) is an observed score that is known without error, and all of the error is assigned to the dependent variable (Y). OLS is not designed to estimate underlying functional relationships, and if both variables contain error, OLS regression tends to yield biased estimates of such functional (or true-score) relationships. OR models, including the errors-in-variables (EIV) and geometric-mean (GM) models, assume that both variables contain error and seek to identify the line that minimizes squared deviations of the data points from the line in both the X and Y directions. OLS and OR address different questions and serve different purposes. If one wants to predict one variable from another variable, OLS regression is an optimal approach and OR is less efficient; in examining the functional relationship between two variables, OR provides a more plausible model. The OR models are hard to apply in many contexts because they depend on strong assumptions about sources of error. As examples of cases where OR can shed light, we examine its use in analyzing test bias as distinct from predictive bias and in making sense of Lord's paradox.
Perspectives on Social and Emotional Learning in Tertiary Education. Policy Information Report and ETS Research Report Series No. RR-20-19
Author: Millett, Catherine M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Emotional Learning,Foreign Countries,Postsecondary Education,Competition,Cooperation,Student Needs,Daily Living Skills,Soft Skills,Academic Achievement,Career Readiness,Cultural Differences,College Readiness,Seminars,Talent Development,Undergraduate Study,Graduate Study,Barriers,Educational Resources,Success,Student Interests,Student Experience

In addition to literacy and numeracy skills, social and emotional skills are increasingly recognized as being essential for success in school and beyond. This commentary paper summarizes the discussions from a 2018 seminar on social and emotional learning (SEL) in tertiary education in Canada, Mexico, and the United States. The summary is framed through the lenses of competition, cooperation, and complementarity. While institutions of higher education compete for students, they cooperate by leveraging knowledge of how students succeed at a particular institution and they seek complementarity by recognizing that student/institutional fit may increase completion. Their shared goal is for students to succeed in getting to, through, and beyond tertiary education.
Using Existing Data to Inform Development of New Item Types. Research Report. ETS RR-20-01
Author: Guo, Hongwen
Date: 2020-12-00
Type: Journal Articles
Subjects: Test Construction,Test Items,Item Analysis,Psychometrics,Test Reliability,Test Validity,Scoring,Efficiency,Item Response Theory,Simulation

With advances in technology, researchers and test developers are developing new item types to measure complex skills like problem solving and critical thinking. Analyzing such items is often challenging because of their complicated response patterns, and thus it is important to develop psychometric methods for practitioners and researchers to analyze these new item types. In this study, we describe a generic approach that involves data-driven analyses and expert feedback from different research areas so that the analysis results can provide valuable information to test developers and researchers on how complex item types contribute to score reliability and validity and on how to make the test more efficient and reliable in measuring complex skills. A real data example was used to illustrate how to identify nonfunctioning options that might be removed from the test and whether partial credit for certain response selections can be considered.
&quot;PRAXIS&quot;® Content Knowledge for Teaching: Initial Reliability and Validity Results for Elementary Reading Language Arts and Mathematics. Research Report. ETS RR-20-15
Author: Phelps, Geoffrey
Date: 2020-12-00
Type: Journal Articles
Subjects: Elementary School Teachers,Pedagogical Content Knowledge,Language Arts,Mathematics,Teacher Evaluation,Scores,Test Validity,Racial Differences,Licensing Examinations (Professions),Teacher Characteristics,Institutional Characteristics,Educational Attainment,Teaching Experience

The primary purpose of this report is to provide preliminary evidence on the measurement properties for newly designed assessments of content knowledge for teaching (CKT) in elementary reading language arts (RLA) and mathematics. The goal is to offer the CKT tests through the &quot;PRAXIS&quot;® assessment. Additional analyses were conducted to provide initial evidence on the validity of the CKT assessments. One set of analyses investigated whether the test scores were sensitive to differences in participants' educational backgrounds that might be associated with opportunities to develop CKT. A second set of analyses involved examining score differences by the race/ethnicity of the participating candidates to provide evidence on whether the sample of participants in this study show group score differences that are comparable to what is typically observed on licensure exams. Finally, participant performance on the CKT tests was compared with performance on comparable PRAXIS assessments to examine potential differences in the difficulty of the items.