ethanporcaro/eric-fulltext-meta huggingface dataset:
Applying Bootstrap Resampling to Compute Confidence Intervals for Various Statistics with R
Author: Dogan, C. Deha
Date: 2017-00-00
Type: Journal Articles
Subjects: Sampling,Statistical Inference,Periodicals,Intervals,Statistical Significance,Graduate Students,Teaching Methods,Research Methodology,Computation,Comparative Analysis,Researchers,Computer Software,Error of Measurement

Background: Most of the studies in academic journals use p values to represent statistical significance. However, this is not a good indicator of practical significance. Although confidence intervals provide information about the precision of point estimation, they are, unfortunately, rarely used. The infrequent use of confidence intervals might be due to estimation difficulties for some statistics. The bootstrap method enables researchers to calculate confidence intervals for any statistics. Bootstrap resampling is an effective method of computing confidence intervals for nearly any estimate, but it is not very commonly used. This may be because this method is not well known or people may think that it is complex to calculate. On the other hand, researchers may not be familiar with R and be unable to write proper codes. Purpose: The purpose of this study is to present the steps in the bootstrap resampling method to calculate confidence intervals using R. It is aimed toward guiding graduate students and researchers who wish to implement this method. Computations of bootstrapped confidence interval for mean, median and Cronbach's alpha coefficients were explained with the R syntax step-by-step. Moreover, traditional and bootstrapped confidence intervals and bootstrapped methods were compared in order to guide researchers. Main Argument and Conclusions: With the help of statistical software today it is easy to compute confidence intervals for almost any statistics of interest. In this study R syntax were used as an example so that beginners can use R to compute confidence intervals. Results showed that traditional and bootstrapped confidence intervals have very similar results for normally distributed data sets. Moreover different bootstrapped methods produce different results with skewed data sets. This is because bias corrected and accelerated interval methods are suggested for use with skewed data sets. Implications for Research and Practice: R codes presented in this study guide researchers and graduate students while computing bootstrap confidence intervals. Furthermore findings about the comparison of bootstrap methods help researchers choose the most appropriate bootstrap methods. Results and the main argument of this study may encourage researchers to compute bootstrap confidence intervals in their studies.
Attitudes of High School Teachers to Educational Research Using Classification-Tree Method
Author: Akcoltekin, Alpturk
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Secondary School Teachers,High Schools,Educational Research,Teaching Experience,Gender Differences,Scientific Research,Foreign Countries,Attitude Measures,Multivariate Analysis,Statistical Analysis,Factor Analysis

Purpose: The main objective is to investigate high school teachers' attitudes relating to educational research with respect to demographic variables. Research Methods: The study is based on the relational screening model. Data was obtained through an adapted scale to determine high school teachers' attitudes toward educational research. The study was carried out with 669 teachers working at 11 different branches in metropolitan areas, towns, and counties. The data obtained in this study was analysed by SPSS (Statistical Package for Social Sciences) for Windows 21.0 program. Findings: It was observed that teachers with 1-5 years' occupational seniority showed more sensitivity towards educational research than those who had been working for more than five years. Their tendency to &quot;[follow] scientific journals relating to their study field&quot; was also found to be significant. Additionally, among teachers following scientific journals relating to their field, female teachers showed a greater interest in educational research than male teachers. Implications for Research and Practice: Based on these results, in-service training activities should be organised and given to high school teachers who have completed five years in the teaching profession at state schools and in relevant university departments in order to improve the attitudes of teachers towards educational research and encourage teachers to follow publications related to their field.
Examination of Students' Small Groups Discussion in Argumentation Process: Scientific and Socio-Scientific Issues
Author: Memis, Esra Kabatas
Date: 2017-00-00
Type: Journal Articles
Subjects: Scientific Attitudes,Scientific Concepts,Scientific Literacy,Scientific Principles,Science and Society,Small Group Instruction,Group Discussion,Persuasive Discourse,Case Studies,Qualitative Research,Multiple Choice Tests,Ability Grouping,Preservice Teacher Education,Preservice Teachers,Protocol Materials,Video Technology,Science Process Skills,Evaluation,Inferences,Evidence,Metacognition,Group Dynamics,Interpersonal Communication,Questioning Techniques,Teaching Methods,Foreign Countries

The purpose of this study was to examine processes experienced by students of different achievement levels in small group discussions in argumentation applications conducted in scientific and socio-scientific issues. Case study which is a qualitative research design was used for the study. In this line, a success test including mechanical subjects comprising multiple-choice and open-ended questions was applied to students by researches in the beginning of semester. Looking at points taken from the success test, student levels (high, medium and low) were determined and groups were formed in accordance with these levels. One group was selected from each level representing that level, and processes experienced by discussions relating to scientific issue as well as socio-scientific issue were individually examined. Study group consisted of 10 preservice teachers having education in Department of Science Teaching. Voice records of both issues were taken during student discussions and analyzed by transcription. Codes prepared by the researchers (cause-effect relationship, using clues, proposing suggestions, prediction, deduction etc.) were combined under certain categories and entitled. As a consequence, it was revealed that students were more effective in supporting argumentation process in non-scientific issue with respect to scientific issue; and in terms of evaluation, metacognition and process management, students were more effective in scientific issue with respect to non-scientific issue. Moreover, it was seen that students were more effective in non-scientific issue with respect to scientific issue in scientific process skills. When student-student questions were examined, there were more questions in scientific issue in the low-level; and there were more questions in non-scientific issue in the medium level.
Characterizing Middle Grade Students' Integrated Alternative Science Knowledge about the Effects of Climate Change
Author: Fick, Sarah J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Climate,Middle School Students,Integrated Activities,Scientific Literacy,Scientific Principles,Scientific Concepts,Task Analysis,Pretests Posttests,Prediction,Predictive Validity,Data Interpretation,Data Analysis,Etiology,Inferences,Alignment (Education),Knowledge Level,Science Achievement,Charter Schools,Grade 8,Error Patterns,Science Activities

Recent reforms emphasize a shift in how students should learn and demonstrate knowledge of science. These reforms call for students to learn content knowledge using science and engineering practices, creating integrated science knowledge. While there is existing literature about the development of integrated science knowledge assessments, few studies examine the character of alternative integrated science knowledge (AISK) that students demonstrate when responding to these assessment items. This study describes the AISK middle grade students demonstrate in response to integrated science tasks. Students completed a pre-instruction task by making predictions, justifying their predictions about the geographic range of species' habitats, and adjusting that prediction based on a climate change scenario. These findings revealed four areas of AISK: 1) Climate Data Interpretation and Analysis, 2) Identifying Climate Patterns, 3) Identifying Causes of Climate Patterns, and 4) Justifying Climate Claims. For each area, specific patterns in AISK were identified and described. The findings indicate that integrated assessments can provide insights into students' struggles coordinating science content and practices for integrated knowledge products, and present a continuum to which students' AISK can be compared. This work has potential to be used for the development of teaching strategies to support students' developing integrated science knowledge.
Promoting Effective Assessment for Learning Methods to Increase Student Motivation in Schools in India
Author: Panesar-Aguilar, Sunddip
Date: 2017-06-00
Type: Journal Articles
Subjects: Foreign Countries,Learner Engagement,Student Motivation,Private Schools,Elementary Secondary Education,Formative Evaluation,Elementary School Teachers,Secondary School Teachers,Questionnaires,Faculty Development,Student Evaluation,Evaluation Methods,Feedback (Response),Reflective Teaching

This qualitative study explored how using effective assessment can engage learners and motivate student learning in the Dehradun, Noida, Delhi, and Trivandrum regions in India. The study randomly sampled 26 teachers from six private schools. Private schools were used in this study since such schools allot substantial funds to support ongoing professional development. Four core themes were identified from this study. The implications derived from this study suggest that educational leaders, stakeholders, and teachers can help improve student motivation in the classroom if they involve students in assessment practices. This study provides a clear understanding of reasons why assessment can benefit learners by helping them feel motivated to learn. [This article appears in the v32 Jun 2017 issue of the journal, an editorial error sites v31 Jun 2017.]
Promoting Physics Literacy through Enquiry-Based Learning Online
Author: Ng, Wan
Date: 2017-00-00
Type: Journal Articles
Subjects: Physics,Scientific Literacy,Active Learning,Inquiry,Online Courses,Learning Experience,Student Motivation,Likert Scales,Online Surveys,Teaching Methods,Questionnaires,Introductory Courses,Demography,Instructional Materials,Peer Relationship,Beliefs,Student Attitudes,Instructional Effectiveness,College Students,Foreign Countries,Statistical Analysis,Qualitative Research

In Australia, as in a number of other countries, studies have consistently shown a low enrolment trend towards Physics by students in post-secondary years, due partly to the subject being perceived as conceptually difficult and abstract to grasp. In order to promote Physics literacy, continued opportunities such as online courses for students to engage in Physics education are necessary. For courses that are aimed at reaching out to students with little Physics background, the pedagogy needs to be considered carefully, especially when it is taught entirely in an online learning environment. This research investigated a fully online, inquiry-based course design aimed at motivating students to learn Physics and its impact on students' learning experiences at an Australian university. The research compared the learning experiences of students whose career trajectories are science-related and those who are not in order to assess its effectiveness in promoting Physics literacy. An online survey containing Likert-scale items as well as open questions elicited students' perceptions of the impact of the online course on their learning. The volunteer research participants were 59 undergraduates, where about two thirds of the participants were science students and one-third non-science students. The results showed that students were positive about the pedagogical structure and content in the online Physics course. Except for one item, there were no other statistically significant differences between science and non-science students' responses in the study, suggesting that the pedagogical design catered to the needs of both groups of students, an important element in promoting Physics literacy across a broad range of students.
Student Perceptions of Online Courses
Author: Jones, Irma S.
Date: 2017-06-00
Type: Journal Articles
Subjects: Online Courses,Student Attitudes,Computer Science Education,Preferences,Postsecondary Education,Learning Experience,Undergraduate Students,Demand Occupations,Intermode Differences,Teaching Methods,National Surveys

Presently, at the post-secondary level, digital or online education is offered in addition to traditional face-to-face courses and the number of online course offerings is rapidly growing. The &quot;Occupational Outlook Handbook&quot; reveals that employment in&quot; computer and information technology&quot; occupations is projected to grow 12 percent between the years 2014 to 2024, faster than the average for all other occupations. This is directly related to an emphasis on cloud computing, the collection, storage and connectivity of data to the Internet and the continued demand for mobile computing (Online Learning Consortium, 2015). This survey will describe online student perceptions and their preferences with regard to taking online courses and their concerns with these online courses.
Common Core Expertise for Special Education Teachers: What Do Special Education Administrators Think Is Important?
Author: Van Boxtel, Joanne M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Common Core State Standards,Expertise,Special Education Teachers,Administrator Attitudes,Alignment (Education),Educational Practices,Teacher Education Programs,Online Surveys,Likert Scales,Faculty Development,Individualized Education Programs,Disabilities,Best Practices,Administrators,Elementary Schools,High Schools,School Districts

The Common Core State Standards (CCSS) have been described as the next chapter in American education with the promise to deliver &quot;fewer, clearer, and higher&quot; standards aimed at preparing &quot;all&quot; students for college &quot;and&quot; career (Rothman, 2013). Though CCSS articulates minimum expectations for what college and career-ready students should know and be able to do in the 21st century, it is beyond the scope of the standards to identify specific interventions and supports needed for students who are performing below grade-level expectations (National Governors Association Center for Best Practices &amp; Council of Chief State School Officers, 2010). In preparation for CCSS implementation for students with disabilities, practices such as aligning Individualized Education Program (IEP) goals to CCSS, implementing Universal Design for Learning (UDL), and utilizing evidence-based practices in English language arts (ELA) and mathematics have been advised by experts in the field (Graham &amp; Harris, 2013; McLaughlin, 2012; Powell, Fuchs, &amp; Fuchs, 2013; Rose, Meyer, &amp; Gordon, 2014). This study investigates recommendations for CCSS and special education proposed in the research and those proposed by field-based sources to analyze the presence of or lack of alignment between recommended practices. Findings have implications for preservice teacher education and in-service teacher professional development (PD).
The Job Shadow Assignment: Career Perceptions in Hospitality, Recreation and Tourism
Author: Padron, Thomas C.
Date: 2017-06-00
Type: Journal Articles
Subjects: Job Shadowing,Assignments,Attitude Measures,Careers,Hospitality Occupations,Tourism,Recreation,Occupations,Student Attitudes,College Students,Interviews,Student Experience,Technology Uses in Education,Web Based Instruction,Teaching Methods,Student Surveys,Employment Qualifications,Knowledge Level,Writing Skills,Communication Skills,Experiential Learning,Online Surveys,Likert Scales,Grade Point Average,Scoring Rubrics

The job shadow study measured student career perceptions related to hospitality, recreation and tourism (HRT) and instructional mode (face-to-face (F2F), hybrid, and online). College students self-selecting into three different course modalities taught by the same instructor job shadowed HRT professionals by using Internet and F2F interviews. The goal was to write about their experiences and to define how it relates to their understanding of the field. The twist was that each class was divided into two groups. Group A completed the assignment with only F2F interviews and Group B via the Internet using technology as the exclusive platform for learning (email and web browsing). Regardless of the instructional mode (F2F, hybrid or online) and shadow group (A or B), marginal significance was found between the courses surveyed (Introduction to HRT and Special Events Management). Findings also suggest that the F2F shadow group had the highest scores on the four career perspective variables--employability, job knowledge, job benefits, and writing and communication skills.
Reviewing Special Education Teacher Preparation Field Experience Placements, Activities, and Research: Do We Know the Difference Maker?
Author: Nagro, Sarah A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Special Education Teachers,Teacher Education Programs,Student Placement,Literature Reviews,Field Experience Programs,Internship Programs,Student Teaching,Program Effectiveness

There is a paucity of research on what constitutes an ideal special education field experience, and it is not clear which components or activities within a field experience impact a teacher's growth to the greatest extent. Reviewing past research will assist in categorizing the components typically included in field experiences and may assist in supporting why field experiences are considered the cornerstone of special education teacher preparation (Connelly &amp; Graham, 2009). The purpose of this article is to review the existing body of literature on field experiences that include special education teacher candidates for two purposes: (a) to categorize components of field experiences and (b) to understand what types of questions can be answered regarding the effects of such components on special education teacher candidates. Specifically, the following questions guided this review: (a) What are common components of field experience placements? (b) What are the components of field experiences that are considered the most important? (c) What is known about the effects of the components of field experiences on special education teacher candidates based on the research design, data collection, and methods used?
Using Data to Inform Decision Making in Recruitment of Prospective Public Health Students
Author: Joshi, Ashish
Date: 2017-06-00
Type: Journal Articles
Subjects: Urban Schools,Student Recruitment,Public Health,Graduate Students,Computer Mediated Communication,Web Sites,Interpersonal Communication,Higher Education,Information Dissemination,Statistical Analysis,Information Seeking,Student Interests,Enrollment

The objective of this study was to compare recruitment methods for prospective students to the public health programs at the CUNY School of Public Health. Recruitment data on prospective Masters and Doctoral Public Health students were gathered during the period of July 2014 to July 2015, using 4 recruitment methods: Schools of Public Health Application Service (SOPHAS) virtual chats, CUNY SPH virtual chats, CUNY SPH website, and face to face information sessions. Data gathered included: recruitment event dates, student registration for recruitment events, attendance status, student engagement with recruiter, recruitment outcomes, and frequently asked questions. Secondary data analysis was conducted during December 2015, using SAS v9.4. Results showed that 152 recruitment sessions were held including: SOPHAS virtual chat sessions (n = 5), CUNY SPH virtual chat sessions (n = 115), and face to face information sessions (n = 32). The fourth method consisted of an electronic form made available on the CUNY SPH website (n = 516). Overall, there were 298 applicants to various programs across these recruitment methods. Majority of the applicants (n = 144) were prospective students who were engaged with a recruiter (n = 597) in the sessions. This study identifies the gaps in aggregating standardized data across different sources in other to facilitate optimal data driven practices in recruitment.
A High School and Community College Articulation Agreement Targeting Disaffected Students
Author: Irvine, Jeff
Date: 2017-06-00
Type: Journal Articles
Subjects: Foreign Countries,College School Cooperation,High Schools,Community Colleges,Program Effectiveness,Sustainability,Articulation (Education),Transitional Programs,At Risk Students,Dual Enrollment,Case Studies,Grade 11,Grade 12,Semi Structured Interviews,Qualitative Research,Statistical Analysis,Secondary School Teachers,Administrators,Attitude Measures

This study examined a linkage program between a secondary school and a community college in Ontario, Canada. The study sought to identify (a) appropriate success criteria to evaluate a high school-community college program and (b) the attributes that promote or ensure a program's sustainability. Though initially successful, the investigated program was not sustained; reasons for its demise provide important information for the structure of high school-community college initiatives. This study has several implications for practice. First, the power of grassroots initiatives to respond to identified local issues is critical. Second, the mere existence of an articulation agreement is insufficient to ensure success. Third, the onus is on the sending institution in any transfer program to ensure that students are prepared, confident, and motivated to take the next step in their educational journeys. Finally, it is important to have a larger focus beyond the transfer program, with alignment of curricula, student learning goals, and institutional strategic goals (Hope, 2016) as well as identification of best practices for transfer programs (Montague, 2012). [This article appears in the v32 Jun 2017 issue of the journal, an editorial error sites v31 Jun 2017.]
The Frequency of Assistant Principal Coursework in Educational Leadership Programs
Author: James, Stephanie
Date: 2017-06-00
Type: Journal Articles
Subjects: Assistant Principals,Educational Administration,Incidence,Leadership Training,Administrator Surveys,Course Content,Relevance (Education),Curriculum Evaluation,Educational Needs,Educational Practices,Leadership Role,Questionnaires,Administrator Attitudes,State Standards,College Programs,Outcomes of Education,Administrator Education

The purpose of this study was to determine the extent to which the assistant principalship is addressed in educational leadership program curricula through coursework in state-approved programs operating in a southern state in the United States. A survey was administered to Educational Leadership program directors, and gaps were found between what directors indicated on the survey and the course offering in their programs. The majority of directors indicated a need for an AP course in Educational Leadership programs, however, survey results revealed that an AP course is not required in any participant's program and is only offered as an elective course in one of the programs. Educational Leadership faculty members looking to develop a new program or redesign their current program may look to explore offering a formal &quot;assistant principal&quot; course in the curriculum for the value that it adds for various program stakeholders. [This article appears in the v32 Jun 2017 issue of the journal, an editorial error cites v31 Jun 2017 on this PDF.]