ethanporcaro/eric-fulltext-meta huggingface dataset:
Effects of Peer Scaffolding on Students&apos; Grammar Proficiency Development
Author: Abune, Addisu Alehegn
Date: 2019-08-00
Type: Reports - Research
Subjects: Grammar,Language Proficiency,Second Language Learning,Second Language Instruction,Peer Teaching,Scaffolding (Teaching Technique),Teaching Methods,Intervention,Comparative Analysis,Grade 11,Secondary School Students,Pretests Posttests,Learning Activities,Educational History,Program Descriptions,Student Attitudes,Scores,Language Tests,Educational Benefits,English (Second Language),Sociocultural Patterns,Communicative Competence (Languages)

The main purpose of this study was to examine the effect of Peer Scaffolding on students' grammar proficiency development. The recently developed model under study--Peer scaffolding--is based on Vygotsky's and Leentevo's Scaffolding instruction. To put the model into practice an intervention program was designed and implemented. The program had two components Experimental and Control group. The sample consisted of 102 grade eleven students in two classes at Tillili Preparatory and General Secondary School. The classes were randomly assigned into experimental and control groups. A non equivalent group pre-test-post-test quasi-experimental design was employed with 52 experimental and 49 control participants. Two grammar proficiency tests (one pre test and one post test) were designed. Both experimental and control groups were involved in similar scaffolding grammar proficiency activities for two months. The experimental group learned grammar activities using the peer scaffolding instruction. The control group, on the other hand, learned grammar the same exercise within the same period of time working with the teacher who was not trained in peer scaffolding. At the post intervention phase, the other tests followed by the social validity questionnaires were administered. The findings revealed that the Experimental group showed greater pre- to post-intervention improvement in grammar proficiency and show the intervention as socially valid. Thus, the study corroborated the efficacy of Peer Scaffolding intervention as feasible tool to enhance grammar proficiency development.
4thlabs: A School Science Magazine Project Targeting the Promotion of Soft Skills
Author: Vourloumis, Vasileios
Date: 2019-00-00
Type: Journal Articles
Subjects: 21st Century Skills,Junior High School Students,Program Effectiveness,Extracurricular Activities,Student Projects,Experiential Learning,Science Instruction,Peer Relationship,Time Management,Goal Orientation,Foreign Countries,Student Characteristics

This study presents the features and measured effects of an extra-curriculum program called &quot;4thlabs: science magazine&quot; which targets the promotion of important soft skills such as critical thinking, problem solving, communication and collaboration in high school students. Program's main features include project-based learning and the use of experiential activities. &quot;4thlabs&quot; was attended by 55 students (aged 14-15) of the 4th Junior High School of Aigaleo during school years 2016-2019. The YES 2.0 tool was used to firstly compare &quot;4thlabs&quot; students' program experience with their science courses experience during the same period and secondly with the science courses experience of a non-participants group of 49 students (aged 14-15) attending the same courses. Results show that &quot;4thlabs&quot; has a positive effect in promoting students' collaboration, responsibility, leadership, presenting information, creativity and communication skills. Moreover students enhanced aspects of their problem-solving and emotional regulation abilities. Finally &quot;4thlabs&quot; did not seem to affect diverse peer relationship, effort, goal-setting and time management skills. These results suggest the enhanced educational value and characteristics of targeted extra-curriculum programs in promoting students' soft skills along with science classroom courses.
Statistical Power in Evaluations That Investigate Effects on Multiple Outcomes: A Guide for Researchers
Author: Porter, Kristin E.
Date: 2017-00-00
Type: Guides - Non-Classroom
Subjects: Statistical Analysis,Program Effectiveness,Intervention,Hypothesis Testing,Evaluation Methods,Effect Size,Sample Size,Computation,Correlation,Educational Research,Monte Carlo Methods

Researchers are often interested in testing the effectiveness of an intervention on multiple outcomes, for multiple subgroups, at multiple points in time, or across multiple treatment groups. The resulting multiplicity of statistical hypothesis tests can lead to spurious findings of effects. Multiple testing procedures (MTPs) are statistical procedures that counteract this problem by adjusting p-values for effect estimates upward. While MTPs are increasingly used in impact evaluations in education and other areas, an important consequence of their use is a change in statistical power that can be substantial. Unfortunately, researchers frequently ignore the power implications of MTPs when designing studies. Consequently, in some cases, sample sizes may be too small, and studies may be underpowered to detect effects as small as a desired size. In other cases, sample sizes may be larger than needed, or studies may be powered to detect smaller effects than anticipated. This paper presents methods for estimating statistical power, for multiple definitions of statistical power and presents empirical findings on how power is affected by the use of MTPs. [This is the online version of an article published in &quot;Journal of Research on Educational Effectiveness.&quot; For the final published version of this article, see EJ1175213. For the full-text non-journal submission, see ED567783.]
Findings from the Quality of Items/Tasks/Stimuli Investigations: PARCC Field Tests
Author: Thacker, Arthur A.
Date: 2015-02-06
Type: Reports - Research
Subjects: Achievement Tests,Test Items,Common Core State Standards,Difficulty Level,Response Style (Tests),Scores,Accuracy,Test Reliability,Time,Scoring Rubrics,Elementary Secondary Education,Mathematics Tests,Language Tests

The Partnership for Assessment of Readiness for College and Careers (PARCC) field tests during the spring of 2014 provided an opportunity to investigate the quality of the items, tasks, and associated stimuli. HumRRO conducted several research studies summarized in this report. Quality of test items is integral to the &quot;Theory of Action&quot; (TOA) for PARCC. A TOA indicates the intended uses and expected impact of an assessment system and informs testable claims related to the interpretation of test scores (i.e., the &quot;Interpretive Argument&quot;). The evidence to support those claims and assumptions represents the &quot;Validity Argument&quot; for PARCC. The findings included in this report speak to the validity argument for the Design, Development, Administration, and Scoring phases of PARCC. Conclusions described refer to the PARCC field test administration. One purpose of the field test was to gather information about items prior to operational administration. A substantial number of items will be dropped or revised prior to operational testing. This is an expected result of field testing and does not represent a criticism of the operational test. The number and proportion of items that do not meet statistical criteria for some grade subjects, especially for math course assessments, may limit the number of forms that can be constructed with adequate content representation.
The Evaluation of Ecological Footprint Awareness Levels of Science and Technology Teacher Candidates by Artificial Neural Networks
Author: Benzer, Semra
Date: 2018-10-08
Type: Reports - Research
Subjects: Ecology,Preservice Teachers,Artificial Intelligence,Educational Technology,Technology Uses in Education,Pollution,Climate,Change,Conservation (Environment),Knowledge Level,Foreign Countries,Science Teachers,Technology Education,Student Attitudes,Teaching Methods,Gender Differences,Food,Transportation,Housing,Water

A disproportionate increase in world population brings with its skewed urbanization and industrialization. This causes various environmental problems such as destruction of natural areas, environmental pollution, seasonal changes, global warming, ozone depletion. In addition, people's unconscious and unpredictable approach to the issue triggers environmental problems. The aim of this study is to determine whether there is a difference between the science and technology teacher candidate's ecological footprint awareness levels with ANNs which is used as an effective prediction method in various sectors and as an alternative for traditional methods in the field of education. [This chapter was published in: T. Çetin, E. Hamzaoglu, Y. Dikmenli &amp; B. Kilcan (Eds.), &quot;New Horizons in Educational Sciences&quot; (pp. 111-124). ISBN: 978-6-0569-0479-0. Klaipeda, Lithuania: SRA Academic Publishing.]
Comparison of the Motor Performances of 11 and 12 Years Old Boys and Girls Skiing Athletes
Author: Koca, Feyzullah
Date: 2019-07-00
Type: Journal Articles
Subjects: Psychomotor Skills,Gender Differences,Athletes,Athletics,Human Body,Body Height,Body Weight,Preadolescents,Age Differences

The aim in this study, will comparison anthropometric characteristics and motor performance tests to be between according to the ages of boys and girls ski athletes. A total of 41 Girls and 47 Boys ski athletes participated in this study voluntarily. One Wey ANOVA and LSD tests were used. In this study, there were differences in height and body weights statistical (p &lt;0.001). 12 year old girl ski athletes were taller. Again, the body weight of girls is higher than men. In this study, the Sit and Reach Test values of girls and boys at 11 years of age were significantly higher than the values of boys and girls at 12 years of age (p &lt;0.001). There was no difference between boys and girls (p&gt; 0.05). The flamingo test values of boys and girls 11 and 12 aged changed according to gender and age statistical (p &lt;0.01). The plate tapping test values of boys and girls 11 and 12 aged changed according to gender and age not statistical (p &gt;0.05). It was statistically significant that girls' sit up and Standing Long Jump value was better than boys (p &lt;0.001). It was statistically significant that boys' Bent Arm Hang test and mini cooper test was better than girls (p &lt;0.001). Conclusion: Anthropometric characteristics and motor performance tests were found to be within normal limits according to the ages of boys and girls ski athletes. Physical characteristics and motor performance parameters can change according age and sex for 11 and 12 aged Child. For ski training and education's plans, according age and gender should be taken into consideration on child.
Findings from the PARCC Quality of Test Administration Investigations: Year 1 of Operational Administration
Author: Sinclair, Andrea
Date: 2015-09-28
Type: Reports - Research
Subjects: Testing,Achievement Tests,Administrators,Readiness,Computer Assisted Testing,Response Style (Tests),Student Behavior,Resources,Behavior Problems,Information Security,Testing Accommodations,Accessibility (for Disabled),Testing Problems

The overall purpose of the research studies described in this report was to investigate the quality of the administration of the Partnership for Assessment of Readiness for College and Careers (PARCC) assessment during its first operational year (2014-2015). Findings from these studies can be used to identify threats to the validity of PARCC test administration so that those threats can be addressed and reconciled for future test administrations. The research studies in this report represent an extension of the Quality of Test Administration Study from the PARCC field test (Sinclair, Deatz, Johnston-Fisher, Levinson, &amp; Thacker, 2015). The guiding framework for the current Quality of Test Administration Study and the prior Quality of Test Administration Study (field test) comes from the Theory of Action (TOA) in the PARCC validity studies memorandum (Thacker, Sinclair, Wise, &amp; Becker, 2014). The claims from the Test Administration phase of the TOA are listed in this report. These are the claims being investigated in the current study: (1) Claim 1: TAs are Prepared to Administer the Assessments as Intended; (2) Claim 2: TAs Have the Resources and Supports to Administer the Assessments; (3) Claim 3: Technology Improves and Facilitates the Assessment Experience; and (4) Claim 4: Students Respond to Items as Intended. Overall, the findings from the Test Administration Study for Year 1 represent notable improvements in the validity evidence collected from the field test. In particular, the findings indicate stronger support for all four of the test administration claims in the TOA.
The Effect of Wikifolios on Developing Secondary Stage Students&apos; EFL Writing Skills
Author: Ghoneim, Nahed Mohamed Mahmoud
Date: 2015-04-00
Type: Journal Articles
Subjects: Secondary School Students,English (Second Language),Second Language Learning,Writing Skills,Writing Evaluation,Portfolio Assessment,Skill Development,Foreign Countries,Computer Uses in Education,Writing Instruction,Instructional Effectiveness

The current study aims to investigate the effect of Wikifolios on developing EFL writing skills of secondary stage students. Forty first year secondary students were randomly divided into two groups: experimental (n=20) and control (n=20). The experimental group used Wikifolios assessment in EFL writing while the control group underwent regular writing assessment. The findings indicated that students in the experimental group outperformed those in the control group in their writing skills.
The National School Reform Agreement: Its Implications for Curriculum Reform
Author: Watt, Michael
Date: 2019-09-00
Type: Reports - Research
Subjects: Educational Change,Curriculum Design,National Curriculum,Foreign Countries,Educational Policy,Policy Formation,Public Policy,Formative Evaluation,Decision Making,Curriculum Evaluation,Federal Government,Federal State Relationship,Educational Objectives,Curriculum Implementation,Geographic Regions

The purpose of this study was to examine policy making that led to the National School Reform Agreement and its effects on national and state-level curriculum reforms. Content analysis method was used to reveal the philosophic positions on education held by experts appointed to conduct the national policy reviews and the opinions of education commentators. Survey method was used to elicit information from state-level policymakers and officials about their priorities and to identify key aspects of the decision-making process. The results showed that the recommendations of the national policy reports, in particular the Review to Achieve Educational Excellence in Australian Schools, influenced the attributes of the reform directions and national policy initiatives set out in the National School Reform Agreement. The influence of the Review's recommendations on emerging curriculum reforms was limited, since the mission of the National Learning Progressions and Online Formative Assessment Initiative is to develop voluntary resources to support the Australian Curriculum. Evidence that the Review's recommendations affected the reform plans set out in the bilateral agreements is scanty, since the complex decision-making process in each state and territory involving negotiations between the three education sectors as well as the curriculum, assessment and certification board ameliorated any effect. Consequently, there is no evidence that the Review's recommendations influenced current state-level curriculum reforms with the possible exception of the New South Wales Curriculum Review. The findings of the study showed that the influence of the national policy reports was confined to the national level with limited impact on national and state-level curriculum reforms.
Examining Construct Validity of a Child Health Interview Instrument
Author: Finster, Matthew
Date: 2019-00-00
Type: Reports - Research
Subjects: Measures (Individuals),Construct Validity,Child Health,Young Children,Food,Physical Activities,Preferences,Test Bias,Factor Analysis,Wellness,Early Childhood Education,Physical Health,Factor Structure,Test Items,Interviews,Eating Habits

The objective of this study was to examine the construct validity and bias of a child health interview (CHI) instrument to assess young children's food and activity preferences. A quantitative study examining the construct validity and bias of a young child health interview instrument using confirmatory factor analysis (CFA) and multi-group CFA examining whether the measurement model of the instrument is equivalent (or invariant) across different child age groups. We collected child interview data from 783 children (3-year-olds = 307; and 4-year-olds = 476) across 20 childcare sites in North Carolina during fall 2017 and spring 2018. To assess the factorial validity of the survey for children of different ages, we conducted group-specific CFAs using the 3- and 4-year-olds' responses and conducted a multi-group CFA. The model fit indices indicate the hypothesized structure of the model fits the data well and subscale factor loadings are significantly related to each of their respective domains. The multi-group analysis demonstrates configural and scalar invariance across the two groups (3- and 4-year-olds), indicating the two groups can be pooled together for further analysis. This study presents some initial evidence of the construct validity of the CHI instrument. The results of the age-group-specific CFAs and multi-group CFA indicate there is no evidence of construct bias for young children of different ages.
The Effect of Adaptive Difficulty Adjustment on the Effectiveness of a Game to Develop Executive Function Skills for Learners of Different Ages
Author: Plass, Jan L.
Date: 2019-00-00
Type: Reports - Research
Subjects: Executive Function,Difficulty Level,Teaching Methods,Video Games,Age Differences,Preadolescents,Early Adolescents,Program Effectiveness,Late Adolescents,Intervention,Middle School Students,High School Students,Educational Technology,Technology Uses in Education

Research suggests that gains in executive function (EF) skills training are strongest when task difficulty increases progressively, yet findings on the effectiveness of adaptive approaches for EF training are inconsistent. This study compared the effectiveness of an adaptive vs a non-adaptive version of a digital game designed to train the EF sub-skill of shifting. Results showed increases in shifting skills for all learners between pretest and posttest measures, with adolescents scoring higher than pre-adolescents and early adolescents on posttest measures. Data analysis uncovered a trend suggesting that the adaptive treatment may be more effective than the non-adaptive treatment for adolescents. User logs showed that adaptivity helped customize players' gameplay based on their performance, by making game play easier for younger learners, and making game play more difficult for older learners. Results support the use of digital games to train EF for a broad range of learners. [This paper was published in &quot;Cognitive Development&quot; v49 p56-67 2019.]
Director&apos;s Professional Development Needs Differ by Developmental Stage. Research Notes
Author: McCormick Center for Early Childhood Leadership at National Louis University
Date: 2018-00-00
Type: Reports - Research
Subjects: Professional Development,Leadership Training,Early Childhood Education,Administrator Qualifications,Administrator Role,Competence,Administrator Attitudes,Self Efficacy,Management Development,Career Development

Research suggests that many early childhood program administrators enter into leadership roles by being promoted from teaching positions and few have prior education, training, or experience specific to leadership or management (Catron &amp; Groves, 1999; Billman, 1995; Bloom &amp; Rafanello, 1994). Many directors of early care and education programs must navigate their own ongoing professional development and learn how to improve their leadership practice without assistance. Little attention has been given to differentiating professional learning opportunities by directors' needs as they grow throughout their careers. In 1997, Paula Jorde Bloom examined the perceived roles and work history of 257 early care and education program directors. She identified three developmental career stages: beginning directors, competent directors, and master directors based on self-identification. The Directors' Role Perceptions Survey, developed for the 1997 study (Bloom, 1997, 2004), documented key differences in leadership and management practices at various developmental stages of the directors' careers. The McCormick Center for Early Childhood Leadership recently conducted a follow-up study to examine current directors' perceptions about their roles and to identify how their professional development needs differ by their stage of leadership development. Based on narrative descriptions of the three developmental career stages from the original 1997 study, the research team renamed beginning to novice directors and competent to capable directors. Results showed that 1,290 administrators self identified their leadership competence level with the following results: novice -- 69 (5%); capable -- 859 (67%); and master -- 362 (28%). Percentages among developmental stages differed somewhat from the original study: novice -- 30%; capable -- 60%; master -- 10%. It is worth noting that approximately 20% of respondents had participated in a leadership academy prior to completing the survey and the percentage of directors with a baccalaureate degree or higher (79%) exceeds the national norm (62%). Findings from this study provide insight into directors' backgrounds and their perceptions about their roles. Taken as a whole, these findings suggest the professional development needs for directors differ by career stage. These findings may be particularly useful for policy-makers, systems developers, and technical assistance providers in tailoring professional learning for optimal leadership development.
Testing a Model of Subjective Well-Being: The Roles of Optimism, Psychological Vulnerability, and Shyness
Author: Satici, Begum
Date: 2019-00-00
Type: Journal Articles
Subjects: Shyness,Well Being,Psychological Patterns,Correlation,Positive Attitudes,Structural Equation Models,College Students,Role,Life Satisfaction,Measures (Individuals),Foreign Countries

This research extended current positive psychological research by investigating the mediating effect of shyness on the association between optimism, psychological vulnerability and subjective well-being. Two hundred fifty-five volunteer university students (131 females and 124 males, mean age = 23.14) participated in the study. The structural equation modeling revealed shyness fully mediated the effect of psychological vulnerability on subjective well-being, while shyness partially mediated the effect of optimism on subjective well-being. Also, bootstrapping procedures confirmed that psychological vulnerability was indirectly associated with subjective well-being through shyness, whereas optimism was directly associated with subjective well-being. The implications for future studies and the limitations of the study were discussed in the context of the relevant literature.