ethanporcaro/eric-fulltext-meta huggingface dataset:
Development of the Mission Skills Assessment and Evidence of Its Reliability and Internal Structure. Research Report. ETS RR-16-19
Author: Petway, Kevin T., II
Date: 2016-05-00
Type: Journal Articles
Subjects: Test Construction,Computer Assisted Testing,Creativity,Imagination,Ethics,Resilience (Psychology),Teamwork,Time Management,Student Evaluation,Teacher Attitudes,Grade 6,Grade 7,Grade 8,Scores,Student Behavior,Academic Achievement,Test Reliability,Student Development

The Mission Skills Assessment (MSA) is an online assessment that targets 6 noncognitive constructs: creativity, curiosity, ethics, resilience, teamwork, and time management. Each construct is measured by means of a student self-report scale, a student alternative scale (e.g., situational judgment test), and a teacher report scale. Use of the MSA provides schools with the opportunity to examine and monitor development of noncognitive skills in their students from Grade 6 to Grade 8. The use of the MSA has facilitated changes to curricula and more targeted instruction. The MSA scales exhibited meaningful relationships with standardized test scores and absenteeism, suggesting that these constructs play an important role in student behaviors and academic performance. This report presents reliability and factor analysis evidence for the student self-report and teacher report scales of the MSA to highlight its ability to measure the 6 constructs.
The Prediction of Labor Force Status: Implications from International Adult Skill Assessments. Research Report. ETS RR-16-11
Author: Li, Tongyun
Date: 2016-06-00
Type: Journal Articles
Subjects: Labor Force,Predictor Variables,Gender Differences,Age Differences,Immigrants,Job Skills,Educational Attainment,Adult Literacy,Surveys,Foreign Countries,Regression (Statistics),Labor Market,Cross Cultural Studies,Geographic Regions,Employment Level,International Assessment

This report investigates the prediction of labor force status using observed variables, such as gender, age, and immigrant status, and more importantly, measured skill variables, including literacy proficiency and a categorical rating of educational attainment based on the 1994 International Adult Literacy Survey (IALS), the 2003 Adult Literacy and Life Skills Survey (ALL), and the 2011 Programme for the International Assessment of Adult Competencies (PIAAC) projects. We explored the regression relations in the past two decades for six trend countries and subnational regions that provide data for all assessments: the United States, Norway, the Netherlands, Italy, Canada's English-speaking region, and Canada's French-speaking region. Probit regression models with latent predictors were used in this cross-sectional study to investigate how those variables are structurally related to labor market outcomes. Results show the importance of literacy proficiency and education in determining individuals' labor force status across countries/regions, but with key differences among these countries/regions.
Exploring Pre-K Age 4 Learning Standards and Their Role in Early Childhood Education: Research and Policy Implications. Research Report. ETS RR-16-14
Author: De Bruin-Parecki, Andrea
Date: 2016-00-00
Type: Journal Articles
Subjects: Preschool Education,Academic Standards,Skill Development,School Readiness,Early Childhood Education,Online Surveys,Focus Groups,Interviews,Documentation,Standard Setting,Alignment (Education),Faculty Development,Student Diversity,National Standards,National Surveys,Literacy,Statistical Analysis

Currently in the United States, 50 states, 5 territories, and the District of Columbia have established prekindergarten (pre-K) age 4 learning standards that are intended to outline skills and knowledge that set children on a path to success in kindergarten and upcoming grades. These standards are emphasized as a centralizing force in early childhood education, providing a bridge strengthening ties between preschool and elementary grades.This report presents a national study of pre-K age 4 learning standards based on an online survey completed by early childhood state and territory directors and administrators, geographically diverse focus groups representing a subsample of survey respondents, and one-on-one interviews composed of a sample of both focus group and survey participants. Data were collected from these sources and by direct examination of pre-K age 4 learning standards documents. Responses to survey, focus group, and interview questions advanced current knowledge regarding the purpose, history, and development of pre-K age 4 learning standards, comprehensiveness of standards documents, standards-related supports for teachers, and pre-K to kindergarten alignment. Systematic analysis of pre-K age 4 learning standards documents revealed extensive variation across titles, organization, terminology, and enriching materials, such as teacher strategies and child examples that assist teachers in implementing standards. A surprising finding is the positive view among early childhood leaders in focus groups and interviews toward establishing national pre-K age 4 learning standards. The report concludes with a brief discussion of implications of this study followed by recommendations to inform state and federal early childhood leaders, education-focused philanthropic foundations, and others in the field of early childhood education.
We Are What We Repeatedly Do--But in What Context? The Role of Situational Factors in Assessing Personality via Nonverbal Behavior. Research Report. ETS RR-16-28
Author: Klafehn, Jennifer
Date: 2016-07-00
Type: Journal Articles
Subjects: Personality Traits,Personality Assessment,Behavior,Nonverbal Communication,Evaluation Methods,Literature Reviews,Observation

While the vast majority of assessments designed to measure noncognitive skills rely heavily on self-report, concerns surrounding faking and response bias have led to an increased demand for the development of new and innovative methods by which to measure such traits, particularly in high stakes contexts.The focus of this report is to address one such method--the inference of noncognitive skills, namely personality, through nonverbal behavior--and the role contextual factors may play in influencing the validity of conclusions drawn from its application. Specifically, this report discusses the various ways in which characteristics of the task (e.g., level of cooperation, physical effort) may facilitate or hinder the assessment of personality when personality is being inferred through observable behavior. This discussion is dovetailed by a review of research from the nonverbal assessment and interpersonal task literatures, as well as a synthesis of these literatures to highlight the degree to which situational factors (as manifested through different tasks) influence the assessment of personality via nonverbal behavior. Additionally, the potential value of using noninvasive tools, such as the sociometer, to collect nonverbal behavioral data during these tasks is discussed. The report concludes with a brief commentary on the feasibility of using nonverbal methods to assess noncognitive skills, with a specific focus on the extent to which structuring the context to elicit certain behaviors may influence the validity and robustness of nonverbal responses as a measurement source.
Assessing Intercultural Competence in Higher Education: Existing Research and Future Directions. Research Report. ETS RR-16-25
Author: Griffith, Richard L.
Date: 2016-12-00
Type: Journal Articles
Subjects: Cultural Awareness,Higher Education,Competence,College Graduates,Evaluation Methods,Literature Reviews,Measurement Techniques,Knowledge Level,Skill Development,Social Influences,Global Approach,Test Validity,Test Reliability,Definitions

The modern wave of globalization has created a demand for increased intercultural competence (ICC) in college graduates who will soon enter the 21st-century workforce. Despite the wide attention to the concepts and assessment of ICC, few assessments meet the standards for a next-generation assessment in areas of construct clarity, innovative item types, response processes, and validity evidence. The objectives of this report are to identify current conceptualizations of ICC, review existing assessments and their validity evidence, propose a new framework for a next-generation ICC assessment, and discuss key assessment considerations. To summarize, we found the current state of the literature to be murky in terms of the clarity of the ICC construct. Definitions of the construct vary considerably as to whether it is a trait, skill, or performance outcome. In addition, current measurements of ICC overly rely on self-report methods, which have a number of flaws that result in less than optimal assessment. In this paper, we propose a new framework based on a model of the social thinking process developed by Grossman and colleagues that describes the knowledge, skills, and abilities that promote success in complex social situations. From this social process model, as well as Earley and Peterson's definition of ICC (a person's capability to gather, interpret, and act upon these radically different cues to function effectively across cultural settings or in a multicultural situation), three stages are developed: approach, analyze, and act. Guided by this framework, we discuss assessment considerations such as innovative task types and multiple response formats to help translate the framework to an assessment of ICC.
Thinking Process of Naive Problem Solvers to Solve Mathematical Problems
Author: Mairing, Jackson Pasini
Date: 2017-00-00
Type: Journal Articles
Subjects: Cognitive Processes,Problem Solving,Mathematics,Mathematics Instruction,Mathematics Education,Thinking Skills,Heuristics,Foreign Countries,Mathematical Concepts,Mathematical Formulas,Geometric Concepts

Solving problems is not only a goal of mathematical learning. Students acquire ways of thinking, habits of persistence and curiosity, and confidence in unfamiliar situations by learning to solve problems. In fact, there were students who had difficulty in solving problems. The students were naive problem solvers. This research aimed to describe the thinking process of naive problem solvers based on heuristic of Polya. The researcher gave two problems to students at grade XI from one of high schools in Palangka Raya, Indonesia. The research subjects were two students with problem solving scores of 0 or 1 for both problems (naive problem solvers). The score was determined by using a holistic rubric with maximum score of 4. Each subject was interviewed by the researcher separately based on the subject's solution. The results showed that the naive problem solvers read the problems for several times in order to understand them. The naive problem solvers could determine the known and the unknown if they were written in the problems. However, they faced difficulties when the information in the problems should be processed in their minds to construct a mental image. The naive problem solvers were also failed to make an appropriate plan because they did not have a problem solving schema. The schema was constructed by the understanding of the problems, conceptual and procedural knowledge of the relevant concepts, knowledge of problem solving strategies, and previous experiences in solving isomorphic problems.
Taking a Step to Identify How to Create Professional Learning Communities--Report of a Case Study of a Korean Public High School on How to Create and Sustain a School-Based Teacher Professional Learning Community
Author: Ahn, Joonkil
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Faculty Development,Communities of Practice,High Schools,Secondary School Teachers,Observation,Interviews,Questionnaires,Teacher Attitudes,Administrator Attitudes,Educational Change,Teacher Leadership,Trust (Psychology),Teacher Collaboration,Meetings,Instructional Program Divisions,Case Studies

This study intends to identify some key factors in creating and sustaining school-based teacher professional learning communities (PLCs) through a case study of a South Korean public high school. To achieve this, the study identified some essential infrastructure, preparation, and necessary social organization for creating PLCs. The ideal unit and the encouraging/discouraging factors in the implementation process were also investigated. Data were gathered via classroom observations and by analysis of interview transcripts, questionnaire responses, and minutes from PLC meetings. Nineteen participants, including 16 teachers, a principal, an assistant principal, and a facilitator from a city department of education, who assisted the school reform process, completed the questionnaires. Three of the teachers who took the reform initiative participated in the in-depth interview. The study provides a detailed description of the school context before the PLC implementation, challenges that faced the teachers, and two main characteristics of their PLC initiative. The study indicates that participants perceived prepared teacher leaders, building trust and respect among faculty, and securing time for classroom observation and PLC meetings as the most necessary preparation in creating and implementing their PLC. Empowering grade level chairs, increasing teacher proximity, and employing additional administrative assistants were identified as effective administrative support. Participants recognized that each grade level had more advantage in implementing PLCs and thought positive changes of disruptive students and their own instructional practices were the most encouraging factors in overcoming implementation problems. Authoritative leadership of school administration and a city DOE that forcefully mandates PLCs were perceived as discouraging factors in PLC implementation.
Psychological Burnout in Early Childhood Teachers: Levels and Reasons
Author: Al-Adwan, Fatima Eid Zaid
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Burnout,Early Childhood Education,Kindergarten,Preschool Teachers,Females,Mixed Methods Research,Measures (Individuals),Semi Structured Interviews,Psychological Patterns

The primary education plays an important role in the life of an individual as well as the nation as a whole. This study aims at investigating the level of psychological burnout in early childhood female teachers at public and private kindergarten schools. It also aims to prove whether these burnout levels differ according to the type of school, academic specialization, social status, and age. This study aims to identify the major causes of psychological burnouts from the teachers' perspectives. The researchers used both qualitative and quantitative approaches. In addition, the study sample consisted of 96 female teachers from all the kindergarten schools in Al-Salt educational directorate. The researchers were applied Maslach quantitative scale. Consequently, 8 female private kindergarten school teachers were interviewed. The main results showed that moderate to high levels of psychological burnouts are present. Thus, this is accompanied with statistical differences according to the type of kindergarten school and social status. No statistical differences recorded regarding academic specialization and age. The results also showed that work pressure, low income, and the management relationship with the parents are some of the main causes of psychological burnouts. The researchers recommended conducting more studies in order to reduce the reasons leading to psychological burnouts among teachers in general.
Some Difficulties in Understanding Negative Numbers Faced by Students: A Qualitative Study Applied at Secondary Schools in Indonesia
Author: Fuadiah, Nyiayu Fahriza
Date: 2017-00-00
Type: Journal Articles
Subjects: Mathematical Concepts,Numbers,Number Concepts,Qualitative Research,Secondary School Mathematics,Foreign Countries,Mathematics Instruction,Secondary School Students,Computation,Epistemology,Problem Solving,Grade 7,Mathematics Teachers

This study revealed how students' understanding of negative numbers and identified their difficulties related with the concept of integer and its counting operation as part of identifying epistemological obstacles about negative numbers. Even though teachers have explained counting operation procedure of integer, but there was concept misunderstanding among students. The concept difference between what was comprehended by respondents in their learning process and knowledge science has resulted in wrong perceptions about the negative numbers. In this article, the authors explained how these misunderstanding in concepts occurred among students and how these ideas were expressed by the students in solving the problem which was related with counting operation of negative integer. This study was part of Didactical Design Research using qualitative approach in negative number learning by involving 96 students of 7th grade as participants in three different schools. This study showed some difficulties by the student to understanding negative numbers in terms of prerequisite knowledge, understanding concepts, procedures, principles and problem solving.
Using a Review Book to Improve Knowledge Retention
Author: Elmas, Ridvan
Date: 2017-00-00
Type: Journal Articles
Subjects: Retention (Psychology),Grade 4,Teacher Attitudes,Foreign Countries,Elementary School Science,Book Reviews,Qualitative Research,Research Methodology,Science Instruction,Science Teachers,Grade 5,Observation,Interviews,Content Analysis,Focus Groups,Knowledge Level,Student Attitudes,Science Activities,Phenomenology

This study has two primary objectives. The first one is preparation of an efficient review book including a series of activities, which will help fourth grade students exercise what they learned in the elementary science course in a year. The second objective is examination of the prepared book in the framework of student and teacher opinions. In this study, 10 classroom teachers are interviewed at the initial stage. As a result of these interviews, a significant need is determined for a review book for elementary science course, particularly. In the study, qualitative research methods, such as observation, interviews, document analysis and focus group discussion, are used. Data collection tools compose of review book for elementary science course, teacher interview forms, student focus group discussion form and forms, in which students evaluate all activities in the book. The review book prepared by the researchers consists of 38 activities. This book was applied to 25 fifth grade students. These interviews are supported with data of observation and document analysis. The obtained data are analyzed with the content analysis. The review book is considered efficient by teacher and students. This is because it can be applied within a short time and contains whole elementary science topics of fourth grade. Furthermore, teacher can specify students' prior knowledge at the beginning of the academic year and adjust the level and teaching methods in the course accordingly. It can also be used effectively throughout the term.
The Academic, Administrative, Economic, Social, and Psychological Problems Faced by Students of Textile and Clothing Major at King Abdul-Aziz University
Author: Alsubyani, Noor Abdulhadi
Date: 2017-00-00
Type: Journal Articles
Subjects: Clothing Instruction,Majors (Students),Questionnaires,Student Attitudes,College Students,Financial Problems,Academic Achievement,Emotional Disturbances,Grants,Statistical Analysis,Foreign Countries,Reliability,Validity,Student Problems

The purpose of this study is to investigate the academic, administrative, economic, social, and psychological problems faced by students of Textile and fabric major at King Abdul-Aziz University. To achieve this purpose, a questionnaire was designed and distributed to a sample of students in the Textile and fabric major, after the use of appropriate statistical methods, the study concluded that there are administrative and economic problems of a very large degree, largely academic problems, The researcher recommends that attention must be paid to the problems of students of Textile and fabric major, and the need to full or partial grants is recommended.
Effect of Principal Managerial Leadership and Compensation towards Physics Teacher Performance in Senior High School in Baguala District-Ambon
Author: Wenno, Izaak Hendrik
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Principals,Leadership Styles,Leadership Role,Administrator Role,Compensation (Remuneration),Teacher Salaries,Physics,Science Teachers,Performance Based Assessment,Teacher Evaluation,Secondary School Teachers,Questionnaires,Correlation,Regression (Statistics),Geographic Regions,Validity,Reliability

The performance of teachers is an important factor that must be considered in efforts to improve the quality of education. Teacher's performance is affected by many factors. Factors that affect the performance of teachers are principals' managerial leadership and compensation. The purpose of this study was to determine the effect of principals' managerial leadership and compensation to the performance of physical science teachers in senior high schools in the district Baguala Ambon city. This type of research is quantitative design. The instrument was used questionnaire. The variables studied were the principal managerial leadership (X[subscript 1]), compensation (X[subscript 2]) as independent variables and performance of science physics teachers (Y) as dependent variable. Prior to use in the true research, the validity and reliability of these instrument was done. To reveal relationships between variables, correlation analysis was performed, while to know the effect of independent variables on the dependent variable regression analysis also performed. Analysis of the validity, reliability, correlation and regression analysis was performed using SPSS program version of 18.0 for windows. The results showed that between principal managerial leadership and teacher performance there is a very high correlation. Between compensation with the performance have high correlation and the combination of principals' managerial leadership and compensation with the performance there is a very high correlation. Regression analysis showed that the independent variables principals managerial leadership and compensation, or a combination of both contribute to or affect the performance of physical science teacher at senior high school in the district Baguala.
Examining Technology Perception of Social Studies Teachers with Rogers' Diffusion Model
Author: Akman, Özkan
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Studies,Teacher Attitudes,Decision Making,Telecommunications,Handheld Devices,Technology Uses in Education,Instructional Innovation,Measures (Individuals),Electronic Learning,Learning Theories,Computer Software,Foreign Countries,Multiple Regression Analysis

Mobile learning has started to take place in education literature with the developing technology, and this technology started to have an increasing spread along with its advantages. This study examines the responses of social studies teachers to the innovations in the field of mobile learning. The study was designed within the framework of theory of diffusion of innovations by Rogers and 161 social studies teachers have participated in it. Data was collected by m-Learning Adoption Scale (MLAS) which is developed by Celik and analyzed in SPSS 18.0 package program. According to the results of this study, approximately 65% of social science teachers are within the groups that give the most positive response to diffusion of innovations theory on mobile learning (innovators, early adopters, and early majority). Also, the characteristics of mobile learning have a descriptive impact on the teachers' ability to embrace the innovations about mobile learning and to give positive decisions on using it. The study has suggested to develop new reactions for innovations and to develop the mobile learning content through collaborative approach by all the stakeholders in education.